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DEPARTMENT     OF     EDUCATION 
THE     CITY     OF     NEW     YORK 


THE 

Manual  Training  Schedule 


SUGGESTED     EXERCISES    IN     DRAWING 
CONSTRUCTIVE  WORK  AND  DESIGN 

FOR    ALL    GRADES 

IN    THE 

PUBLIC     SCHOOLS 

OF    THE 

BOROUGHS   OF   MANHATTAN    AND   THE   BRONX 
NEW   YORK   CITY 


WILLIAM   H.  MAXWELL,  City  Superintendent 


JAMES  P.  HANEY,  Director  of  Manual  Training 


NEW    YORK 
DEPARTMENT    OF    EDUCATION,    500    PARK    AVE. 


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Lssued  Oct.,   1Q02. 


Suggested  Kxercises  in  Drawing,  Constructive   Work  and   Design. 

GRADE  I  A. 

Total  time  per  week  i8o  minutes,  to  be  divided  into  five  periods  of  appropriate 
length,  for  lessons  on  Drills,  Object  Drawing,  Illustrative  Drawing,  Color  and 
Design  and  Constructive  Work. 

For  Half  Da}^  Classes :  the  lessons  on  Object  Drawing  and  Constructive  Work 
are  suggested. 


LINE  DRILLS. — A  lesson  on  drills  should  be  given  the  day  before  each  les- 
son in  Object  Drawing.  Backward  pupils  should  practice  these  drills  upon  the 
blackboard. 

Aim  to  secure  in  this  practice,  correct  pencil  holding:,  flexible  wrist  and  free 
arm  movement. 

For  the  last  five  weeks  a  lesson  on  plant  form  drawing  should  be  substituted 
for  the  drill  lesson. 


OBJECT   DRAWING   LESSONS.— One  Lesson  Each  Week. 

Aim  to  secure  large  drawings,  centrally  placed.       Emphasize  proper  pencil 
holding:  and  free  arm  movement. 

In  plant  form  drawing  aim  at  true  direction  of  line  and  Shape  of  mass.     Lise 
.-.olor  where  possible. 

In  Object  Drawing,  use  crayon  or  pencil ;  in  Plant  Form  drawing,  crayon, 
chalk,  charcoal  or  brush. 


1.  Drill  on  horizontal  lines.  4.  Straight    line    object,    as    window 

2.  Drill    on    vertical    and    horizontal 

lines.  ^,  ,  ,  .  .  . 

5.  Oblong  object,  as  picture  frame  or 

3.  Square  object,  as  handkerchief.  flag. 

Issued  Feb.  1903.  Dept.  of  Education,  N.  Y.  C. 


6.  Vegetable  or  fruit  in  mass. 

7.  Triangular  object,  as  ccxrked  hat. 

8.  Triangular  object,  as  pennant. 

9.  Circular  object,  as  hoop. 

10.  Circular  object,  as  fan. 

11.  Splierical  object,  as  ball  or  orange. 

12.  Vegetable  or  fruit  in  mass. 


13.  Flat  object,  as  slate  or  shovel, 

or 
Vegetable  or  fruit  in  mass. 

14.  Line  Drill :  grass  strokes. 

15.  Plant  form,  as  grasses. 

16.  Grasses  in  mass  or  simple  leaf  in 

outline. 

17.  Simple  flowers  in  mass, 
or  large  leaf  in  outline. 


ILLUSTRATIVE  DRAWING.— A  lesson  each  week  as  appropriate  oppor- 
tunity offers,  in  connection  with  language  Work  (Poems,  Stories,  etc.).  Nature 
Study  (Plants,  Animals,  Natural  Phenomena,  etc.).  Individual  Experiences 
(Occupations,  Games,  Holidays,  etc.). 

Aim  to  secure  clear,  simple,  expressive  drawings,  telling  the  story  in  tlie 
child's  way.     Suppress  details  and  develop  idea  of  proportion.    Have  no  copying. 


LESSONS   ON   CONSTRUCTION,   COLOR  .AND   DESIGN. 

Two  Lessons   Each   Week. 

CONSTRUCTION.— Aim  to  develop  skill  and  neatness  in  the  making  of 
forms  representing  familiar  objects.  . 

DESIGN. — Aim  to  secure  regularity  in  spacing:,  size  and  arrangement,  in  the 
repetition  of  simple  units,  used  as  decorations  on  constructed  and  other  forms. 

COLOR. — Aim  to  develop  reco§:nition  of  the  six  standard  colors,  as  they 
appear  apart  and  in  the  study  of  color  in  nature,  design  and  construction. 

In  the  following  lessons  the  exercises  are  suggested  by  the  seasons,  holidays 
and  pupils'  interests.  Other  forms  than  those  indicated  may  be  substituted  after 
consultation  with  the  Special  Teacher. 

Use  paper,  sticks,  raffia  or  other  appropriate  material. 


1.  Spectrum     presented;     lesson     on 

choice  of  color. 

2.  Fold  book,  or  make  simple  object 

on  desk,  as  sled  or  shovel 
(sticks). 

3.  Fold    sled,    or    make    car,    wagon, 

cabin  (sticks  or  sticks  and  tab- 
lets). 

4.  Color  families — connect  with  colors 

in  fruits,  vegetables,  and  textiles. 

5.  Fold    window    with     shutters,     or 

make  simple  object,  as  dish, 
stove,  broom  (sticks  and  tab- 
lets). 

6.  Spectrum    laid   by    relation.     Con- 

nect with  colors  in  fruits,  veg- 
etables and  textiles. 


7.  Fold  boat  or  hat_,  or  make  cart,  lad- 

der or  hatchet   (sticks  and  tab- 
lets). 

8.  Study  of  standard  color  chosen  by 

class. 

9.  Fold  kite,  or  make  railroad  or  trol- 

ley car  (sticks  and  tablets). 

10.  Design — Lay   on    desk,   border   of 

circular  tablets. 

11.  Lay  on  desk  border  of  square  tab- 

lets. 

12.  Study  color  nearest  related  to  color 

studied  8tli  lesson. 

13.  Lay  on  desk  original  borders  of  tab- 

lets (any  shape). 

14.  Practice  drawing  original  borders: 

spots  of  different  shapes. 


15-  Practice  drawing  original  borders: 
spots  or  short  lines. 

1 6.  Fold  form,  as  Easter  card  or  cnvel- 

0|>c  and  decorate  (original  bor^- 
der  of  spots  or  linc^V 

17.  Study   standard   color   nearest   re- 

lated to  color  studied  12th  lesson. 

ift.  Fold  form,  as  umbrella  or  seed  box, 

or 
Make  rake,  shovel,  etc.    (sticks 

and  tablets). 

Ill    I'rarticc  drawing  borders  of  lines 
r  spots  froni  dictation  and  copy. 

20.  Practice  drawing  oricin.nl  borders, 

lines  or  spots. 

21.  Make  and  decorate  form,  as  picture 

frame  or  booklet  for  pictures 
(original  Ixirder,  lines  or 
spots). 

22.  Study   standard   color   nearest    re- 

lated to  color  studied  17th  les- 
son. 

23.  Free    cutting   or   tearing:    practice 

cutting    or    tearing    straight    or 
curved  lines,  or 
Fold  tent. 

24.  Free  cutting  or  tearincr:  fringe  for 

May  pole  or  cut  or  tear,  tree  or 

leaf  or  boat,  or 

Fold  fonii,  as  wall  pocket. 


25.  Free  cutting  or  tearing:  leaves  or 

vegetable  form,  or 
Fold  flower  basket. 

26.  Make  form,  as  chains  for  May  pole, 
or 

Free  cutting  or  tearing:  basket, 
boat,  etc.,  or 
Fold  tent. 

2~.  Study  slaiulard  color  nearest  re- 
lated to  color  studied  22d  lesson. 

jS    l'"rcc  cutting  or  tearing;  leaf,  liird 
fontj,  etc.,  or 
I'old  boat  with  sail. 

JO.   Make  lorni  f<>  W  <lecoratcd,  as  fan. 

ju.  rraciice  drawing  original  borders, 
lines  or  spots,  for  decoration  for 
form  made  29th  lesson. 

31.  I  )ccorate   form   made   29th   lesson : 

original  border  lines  or  spots. 

32.  Fold  form  as  chicken  coop,  or  make 

flag,  or 

Free    cutting    or    tearing:    pail, 

shovel,  etc. 

2)1.  I'^old  form,  as  barn 
or 

Free    cutting    or    tearing:    car, 
wagon,  etc. 

34.  Study  standard  color  nearest  re- 
lated to  color  studied  27th  lesson. 


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IssiseO  Oct..    tgoz. 


Suggested  Exercises  in   Drawing,  Constructive   Work  and   Design. 

GRADE  IB. 

Total  time  per  week  i8o  minutes,  to  be  divided  into  five  periods  of  appropriate 
length,  for  lessons  on  Drills,  Object  Drawing,  Illustrative  Drawing-,  Color  and 
Design  and  Constructive  Work. 

For  Half  Day  Classes :  the  lessons  in  Object  Drawing  and  Constructive  Work 
are  suggested. 


LINE  DRILLS. — A  lesson  on  drills  should  be  given  the  day  before  each 
lesson  in  Object  Drawing.  Backward  pupils  should  practice  these  drills  upon  the 
blackboard. 

Aim  to  secure  in  this  practice,  correct  pencil  holding:,  flexible  wrist  and  free 
arm  movement. 

For  the  last  five  weeks  a  lesson  on  plant  form  drawing  should  be  substituted 
for  the  drill  lesson. 


OBJECT   DRAWING   LESSONS.— One  Lesson  Each  Week. 

Aim  to  secure  larg^e    drawings  centrally  placed.      Emphasize  proper  pencil 
holding:   and  free  arm  movement. 

In  plant  form  drawing  aim  at  true  direction  of  line  and  Shape  of  mass.    Use 
color  where  possible. 

In  Object  Drawing,  use  crayon  or  pencil;  in  Plant  Form  drawing,  crayon, 
chalk,  charcoal  or  brush. 

1.  Drill  on  straight  lines.  3.  Oblong  object,  as  flag  with   diag- 

onals. 

2.  Square  object,  as  handkerchief.  4.  Oblong  object,  as  envelope. 

Issued  Feb.  1903.  Dept.  of  Education,  N.  Y.  C. 


5-  Oblong  object,  as  storm  flag,  with 
ball. 

6.  Triangular  object,  as  pennant,  with 

ball,  or 

\'...r.>f  it.i.-  .,r  fruit  f. >nn  in  mass. 

7.  |-i.it    <>i»jr»t,    .IS    uuiinond-shapcfi 

kite,  or 

Vegetable  or  fruit  form  in  mass. 

8.9.  Circular  object,  as  hoop,  plate, 
fan. 

10.  Semi-circular  object,  as  fan,  or 
Wgetable  or  fruit  in  mass. 


1 1.  Flat  object,  with  handle,  as  beach  or 

other  shovel,  or  numeral  frame. 

12.  Flat  object,  as  square  storm  flag, 

with  square  in  the  center. 

13.  Plant  form,  as  grasses,  or  vegetable 

in  mass. 

14.  Plant  form,  as  grasses,  in  mass,  or 

simple  leaf  in  outline. 

15.  Plant  form,  as  grasses,  in  mass,  or 

simple  leaf  in  outline. 

16.  17.  Grasses,    or    simple   flower   in 

mass,  or  leaf  in  outline. 


ILLl'STRATIVE  DRAW  IX G. — A  lesson  each  week  as  appropriate  oppor- 
tunity ofTcrs,  in  connection  with  Language  Work  (Poems,  Stories,  etc.),  Nature 
Study  (Plants,  Animals.  Natural  Phenomena,  ctc.V  Tmlivirlual  Experiences 
(Occupations,  Games,  Holidays,  etc.). 

Aim  to  secure  clcnr,  simple,  expressive  drawings,  telling  the  story  in  the 
child's  way.  Suppress  details  and  develop  idea  of  action  and  proportion.  Have 
no  copying. 


LESSONS    IN    CONSTRUCTION,    COLOR    AND    DESIGN. 

Two  Lessons  Each  Week. 

CONSTRUCTION.— Aim  to  develop  Skill  and  neatness  in  the  making  of 
forms  representing  famiHar  objects. 

DESIGN. — In  the  decoration  of  constructed  and  otlier  forms  aim  to  secure 
regularity  in  spacing:  and  arrangement  of  simple  units,  showing  alternation  of 
position,  form  or  size. 

COLOR. — Aim  to  develop  recognition  of  the  six  standard  colors,  as  they 
appear  apart,  and  in  the  study  of  color  in  nature,  design  and  construction. 

In  the  following  lessons  the  exercises  are  suggested  by  the  seasons,  holidays 
and  pupils'  interests.  Other  forms  than  those  indicated  may  be  substituted  after 
consultation  with  the  Special  Teacher. 


Use  paper,  sticks,  raffia  or  other  appropriate  material. 


1.  Lay  on  desk_,  dictated  and  original  7.  Matching  red  and  orange  in  fruits, 

borders :  two  kinds  of  tablets.  vegetables  or  textiles. 

2.  Practice  drawing  original  borders  :  8.  Fold  card  basket,  or  make  kite,  or 

spots  of  different  shapes,  or  lines  Free  cutting :  kite,  top,  etc. 

^      ■  9.  Practice   drawing   original   borders 

3.  Make  form^  as  valentine,  and  deco-  (lines  and  spots). 

rate   (original^ border  spots  and  ^^    p^^^^j^^  ^^^^^.^^  ^^.^.^^^  ^^^^^^^ 

(units  showing  combinations  of 

4.  Lay  spectrum  (12  or  18  colors).  two  elements). 

5.  Fold  window  or  hat,  or  n.  Fold  and  decorate  form,  as  envel- 

Free  cutting :  straight  and  curved  ope   for  weather   record  or   for 

lines.  pictures    (original  border,    lines 

,    ^  ,  ,      .           .  and  spots), 
o.  rold  picture  frame^  or 

Free  cutting :  hatchet,  hat,  gun,  12.  Fold  crown  or  windmill,  or 

drum,  etc.  Free  cutting :  fruit  or  vegetable. 


13.  Review  yellow  and  green  in  nature  24.  Decorate   form   made   22nd   lesson 

and  textiles.  (original     borders,     lines     and 

14.  Practice    drawing    original    single 

units  (combinations  of  two  ele-  ^5.  I-oUl   handkerchief   case,   or    make 

ments— lines  or  spots)  and  prac-  chicken     coop     or     make     May 


ticc  borders 


wreaths,  or 


15.   Practice  original  iH.r.uT-  i  luus  .m-i  Free  cutting:  leaves,  tree,  basket, 

spots).  etc. 

n..  Fold  and  .R.-i....    .,uu,.  ..>  i.i>tcr  ^^-^    F,,U1  table,  chair  or  flower  basket,  or 

card,  booklet,  or  i-nvelnpr  f„ritr-  p^cc  cutting:  tree,  house,  etc. 
inal  border). 

27.  Matching  colors  in  textiles  or  nat- 

17.  Fold  tent  or  barn,  or 

ural  forms. 
Free  cutting:  fruit  or  vegetable. 

18.  Fold  square  tent,  or  umbrella,  or  ^8.  Make  form  as  picture  mount,  or  fan. 

Free  cutting:  umbrella  or  l)oot.  ,,^    Practice   original    units    (two   ele- 

^"^'  *^*''  ments— lines  and  spots). 

19.  Fold  wall  pocket  No.  i  or  seed  box, 
or 

Free   cutting:   animal    form,   or 

vegetable  or  fruit.  3i-  Decorate   form  made  28th  lesson: 

2«).  Review  blue  and  violet  in  nature  and  original  border. 

textiles.  22.  I-old  sofa  or  make  flag,  or 

-;i.   1  old  wall  iHH.kct,  or  Free  cutting:  animal  form,  flow- 
Free  cutting:  rake,  shovel,  etc.  cr,  leaf,  etc. 

Like  form  to  be  decorated,  as  book-  i^.  T'old  hanging  basket,  or 

lot  f.-r  pl.ttirt-v  Free  cutting:  animal   form,   ac- 

..  1  r      I              1  t'on  figure,  etc. 

null  •iiLjiii.ii  iHiKitTs  (^imes  and  ** 

spots)    for  decon.ii.m    f.T    t-,,mi  34.  Matching  colors  in  flowers,  leaves, 

made  22nd  lesson  etc. 


30.  Practice  original  borders,  lines  and 
spots. 


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Issued  Oct..    1902. 


Suggested  Exercises  in  Drawing,  Constructive  Work   and  Design. 


GRADE  2A. 


Total  time  per  week  i8o  minutes,  to  be  divided  into  five  periods  of  appropriate 
length  for  lessons  on  Drills,  Object  Drawing,  Illustrative  Drawing,  Color  and 
Design  and  Constructive  Work. 

For  Half  Day  Classes :  the  lessons  in  Object  Drawing  and  Constructive  Work 
are  suggested. 


LINE  DRILLS. — A  lesson  on  drills  should  be  given  the  day  before  each 
lesson  in  Object  Drawing.  Backward  pupils  should  practice  these  drills  upon  the 
blackboard. 

Aim  to  secure  in  this  practice,  correct  pencil  holdingf,  flexible  wrist  and  free 
arm  movement. 

For  the  last  five  weeks  a  lesson  on  plant  form  drawing  should  be  substituted 
for  the  drill  lesson. 


OBJECT    DRAWING    LESSONS.— One  Lesson  Each  Week. 

Aim  to  secure  proper  pencil  holding:,  free  arm  movement,  and  drawings  of 
good  size,  well  placed  and  proportioned.  Cultivate  power  of  making  individual 
judgments. 

In  plant  form  drawing  aim  to  express  growth.  Secure  true  direction  and 
shape  of  mass.     Use  color  where  possible. 

In  Object  Drawing,  use  crayon  or  pencil ;  in  Plant  Form  drawing,  crayon, 
chalk  or  brush. 


1.  Drill    on    vertical,    horizontal  and        3.  Flat  object,  as  swallow-tail  pennant. 

oblique  lines. 

2.  Draw  flat  object,  as  banner.  4.  Flat  object,  as  round-top  kite. 

Issued  Feb.  1903.  Dept.  of  Edncation,  X.  Y.  C. 


5-  Vegetable  or  fruit  form  in  mass. 

6.  Flat  object,  as  shield. 

7.  Flat  object,  as  dust  pan. 

8.  Flat  object,  as  chopper. 

9.  Vegetable  or  fruit  fonn  in  mass. 

10.  Flat  object,  as  circular  fan. 

11.  Flat  object,  as  semicircular  fan. 


12.  Fl 


as  wliisk  broom,  or 
•  or  fruit  form  in  mass. 


13.  Draw  grasses,  or  vegetable  or  fruit 

form  in  mass. 

14.  Draw  grasses. 

15.  Draw  large  simple  leaf  in  outline  or 

flower  in  mass. 

16.  Large  simple  leaf  in  outline  or  flow- 

er in  mass. 

17.  Large  simple  leaf  in  outline  or  flow- 

er in  mass. 


ILLUSTRATIVE  DRAWING. — A  lesson  each  week,  as  appropriate  oppor- 
tunity oflfers,  in  connection  with  Language  Work  (Poems,  Stories,  etc.),  Nature 
Study  (Plants,  Animals,  Natural  Phenomena,  etc.),  Individual  Experiences  (Oc- 
cupations, Games,  Holidays,  etc.). 

Aim  to  secure  Clear,  expressive  drawings,  with  the  story  told  by  each  pupil  in 
Individual  manner.  Luiphasize  proportion  and  action.  Develop  power  of  express- 
mg  distance.    Practice  on  elements  may  be  given  but  no  illustration  is  to  l)e  copied. 


LESSONS  IN  CONSTRUCTION,  COLOR  AND   DESIGN. 

Two  Lessons  Each  Week. 

CONSTRUCTION. — In  making  forms  rising  from  the  chikl's  interests  in 
his  surroundings,  aim  to  secure  neatness  and  dexterity  in  handling.  Knowledge 
of  the  reason  for  each  step  taken  should  be  developed  so  that  the  pupil  may  be 
prepared  to  use  such  knowledge,  in  the  making  of  original  forms. 

DESIGN. — In  the  decoration  of  constructed  and  other  forms,  aim  to  secure 
original  units  showing  both  simplicity  and  variety,  in  repetition,  alternation  and 
radiation. 

Use  few  elements  and  proportion  the  unit  to  the  space  it  is  to  decorate. 

COLOR. — Aim  to  develop  recognition  of  the  six  standard  colors,  their  tints 
and  shades,  as  they  appear  apart  and  in  the  study  of  color  in  nature  and  design. 

In  the  following  lessons  the  exercises  are  suggested  by  the  seasons,  holidays 
and  pupils"  interests.  Other  forms  than  those  indicated  may  be  substituted  after 
consultation  with  the  Special  Teacher, 

Use  paper,  sticks,  raffia  or  other  appropriate  material. 

1.  Lay  spectrum  (12  or  18  colors).  9.  Make  couch,  or  complete  wagon  or 

2.  Practice   dictated  and  original   ro-  ^^^  ' 

settes,    showing    alternation    of      ^^    Practice  original  rosettes,  showing 
hnes  and  spots.  alternation,     for     decoration    of 

3.  Practice  original   rosettes   showing  form  to  be  made  nth  lesson. 

II.  Make    form    to    be    decorated,    as 

4.  Make   and   decorate   form,   as   val-  match  strike  or  book  mark. 


entine  (original  rosette). 

5.  Make  foundation  fold  for  basket  or 
sled. 


12.  Decorate   form  made   loth  lesson: 
original  rosette. 


6.  Complete  form  of  5th  lesson.  I3-  ^^ake  market  basket  or  barn,  or 

,  r  ,       ,    ■  r  1  ,        1      .  Free  cutting :  vegetable  or  fruit 

7.  Make  chair,  or  fold  and  cut  wagon 

or  cart. 


form. 


8.  Teach  lighter  and  darker  in  stand-      14.  Tints  of  six  standard  colors.     Con- 
ard  colors.     Connect  with  colors  nect  with   colors  in  nature  and 

in  nature  and  textiles.  textiles. 


1^.  Practice  original  balanced  or  cor- 
ner units,  for  form  to  be  deco- 
rated, as  Easter  card,  or 
Make  '»<.  or 

Free  ti;.:.;..,.  .r>r,.        ^.  etc- 

16.  Make   fomj   as    Easier  card,   and 
decorate,  or 
Make  sofa,  or 

Free  cutting:  bird,  rabbit,  bas- 
ket, etc. 

■  form  as  Ik»x  for  seeds,  or 
.  rce  cutting:  vri^t-f.-ihlc.  fruit. 
animal  form. 

18.  Make  table  or  basket,  or 

Free  cutting :  fish  or  turtle,  etc. 

19.  Shades  of  six  standard  colors. 

20.  Make  standing  picture  mount,  or 

booklet  or  other  form  to  be  dec- 
orated. 

J I    rr.Ktice     design     for     constructed 
rm :  original  rosettes,  or  bal- 
anced or  corner  units. 

22.  Practice  design  for  coiistructccl 
form. 

2^.  Decorate  form  constructed  20th  les- 
son (original  rosette,  or  balanced 
or  comer  units). 

24.  Make  form,  as  tent,  or 

Free    cutting :     suggested     by 
picture,  or  by  Spring  games. 

25.  Make   fofv    '^    <:\i\   boat,   or  row 

boat. 


or 


Free  cutting:   animal    form,   or 


n.-»i.iti  »i 


26.  Lay  scales  of  one  or  more  standard 
colors,  with  tints  and  shades. 

2y.  Make  form  as  lunch  basket,  or 

Free     cutting:     suggested     by 
games. 

28.  Make  form  as  chicken  coop,  or 

Free  cutting:  suggested  by  pic- 
ture, or  by  reading  lesson. 

(Four  alternative  exercises  in  con- 
struction are  now  offered.  The  folds 
and  cuts  may  be  made  according  to  di- 
rection, or  the  pupils  may  be  alloved 
to  make  original  fort-^s  f-om  or-ginal 
foldings.) 

29.  Make  form  to  be  decorated,  as  fan, 

or  match  box,  or 
Make  original  "form. 

30.  Practice     design     for     constructed 

form    (original  balanced  units), 

or 

Make  origiunl   form. 

31.  Practice     design     for     constructed 

form,  or 

Make  original  form. 

32.  Decorate   constructed   form :   origi- 

nal balanced  units,  or 
Make  original  form. 

33.  Make  form,  as  bridge,  or 

Free  cutting:  suggested  by  story 
or  coming  holiday. 

34.  Matching  tints  and  shades  in  natu- 

ral forms. 


PRIMARY    CONSTRUCTIVE    WORK-GRADE    2A 


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Issueil   Oct.,    1902. 


Suggested  Kxercises  in  Drawing,  Constructive  Work  and    Design. 

GRADE  2B. 

Total  time  per  week  i8o  minutes,  to  be  divided  into  four  periods  of  appro- 
priate length,  for  lessons  on  Object  Drawing,  Illustrative  Drawing,  Color  and  De- 
sign and  Constructive  Work. 

For  Half  Day  Classes :  the  lessons  in  Object  Drawing  and  Constructive  Work 
are  suggested. 


OBJECT  DRAWING  LESSONS.— Boys  and  Girls.— One  Lesson  Each 
Week. 

Aim  to  secure  in  drawings  of  gOOd  Size  and  placing,  the  representation  of  the 
circle,  as  it  appears  in  objects  seen  at  different  levels  below  the  eye.  Study  pro- 
portions of  top  and  front  face.  Cultivate  power  of  making  individual  judgfments. 
Use  individual  models  wherever  possible. 

In  plant  form  drawing  aim  to  secure  expression  of  Ife  and  gfrowth.  Use 
color  where  possible. 

A  short  drill  on  lines,  for  correct  pencil  holdingf  and  free  arm  movement, 
should  precede  each  lesson  in  Object  Drawing. 

In  Object  Drawing,  use  pencil;  in  Plant  Form  Draw'ing,  use  crayon,  chalk  or 
brush. 

1.  Study  top  of  cylinder  at  different        4.  Cylindrical    object,    below    eye,    as 

levels  below  eye.  jar     or     cup      (handle     turned 

Practice    in    sketching    appear-  away),  or 

ance.     Disc  may  be  used  as  an  Vegetable  or  fruit  form  in  mass. 

aid    in    studying   appearance    of  „,.,.,      1  •     ^     ,    1 

°        *^  5.  Cylmdncal    object,    below    eye,    as 

mug   (handle  turned  away),  or 

2.  Cylinder  below  eye.  bottle. 

3.  Cylindrical    object,    below    eye,    as        6.  Cylindrical    object,    below    eye,    as 

baking  powder   can,   water   cup  flower    pot,     tin    pail,     wooden 

or  tumbler.  measure  or  bottle. 

Issued  Feb.  1903.  "jjept.  of  Education,  N.  Y.  C. 


7.  Vegetable  or  fruit  form  in  mass. 

8.  Hemisphere,  below  eye. 

9.  Hemispherical    object,    below    eye, 

as  bowl. 

10.  Hemispherical    object,    below    eye. 

as  bowl  or  basin. 

11.  Study  of  top  of  triangular  prism, 

facing,  at  different  levels  l)elow 
eye.  Disc  may  be  used  as  an 
aid  in  studying  appearance  of 
top. 

Practice  in  sketching  appear- 
ance. 


1 2.  Triangular  prism,  facing  below  eye. 

13.  Draw   grasses   in  mass,  or   simple- 

leaves  in  outline,  as  plantain  or 
morning  glory. 

14.  Simple  leaf,  in  outline,  as  mullein, 

or  flower  in  mass. 

15.  16,    Lobcd    leaf,   as   sassafras    or 

sweet  gum. 

17.  Lobed  leaf,  in  outline,  or  flower  in 
mass. 


ILLUSTRATINE  DRAWING.— li'-v-s  and  Girls.— A  lesson  each  week,  as 
appropriate  opportunity  offers,  in  connection  with  Language  Work  (Poems, 
Stories,  etc.),  Nature  Study  (Plants,  Animals,  Natural  Phenomena,  etc.).  Indi- 
vidual Experiences  (Occupations,  Games,  Holidays,  etc.). 

The  following  lessons  in  water  color  or  colored  chalk,  are  suggested  as 
alternatives  for  the  illustrative  work  of  the  last  five  lessons  :  13.  Grasses, 
14.  Grasses  or  leaves,  15.  Leaves  or  vegetables,  r6.  Leaves,  vegetables  or 
flowers,  17.  Leaves,  vegetables  or  flowers. 

.Aim  to  secure  dear,  expressive  drawings,  with  the  story  told  by  each  pupil  in 
individual  maoDer.  Emphasize  proporlion  and  action.  Develop  power  of  express- 
mg  distance. 


Practice  on  elements  may  be  given,  but  no  llltistration   is  to  be  copied. 


CONSTRUCTION,    COLOR   AND    DESIGN. 


CONSTRUCTION. — In  making  forms  rising-  from  the  child's  interests  in 
his  surroundings,  aim  to  secure  neatness  and  dexterity  in  handHng.  Knowledge 
of  the  reason  for  each  step  taken  should  be  developed,  that  the  pupil  may  be  pre- 
pared to  use  such  knowledge  in  the  making  of  original  forms. 

DESIGN. — In  the  decoration  of  constructed  and  other  forms,  aim  to  secure 
original  units  showing  both  simplicity  and  variety  in  repetition,  alternation  and 
radiation. 

Use  few  elements  and  proportion  the  unit  to  the  space  it  is  to  decorate. 

COLOR.— Aim  to  develop  recognition  of  the  six  standard  colors,  their  tints 
and  shades  as  they  appear  apart,  and  in  the  study  of  color  in  nature  and  design. 

In  the  following  lessons  the  exercises  are  suggested  by  the  seasons,  holidays 
and  pupils'  interests.  Other  forms  than  those  indicated  may  be  substituted,  after 
consultation  with  the  Special  Teacher. 

Use  oak  tag,  bogus  or  cartridge  paper,  gingham,  book  linen  or  other  available 
material. 

LESSONS  FOR  BOYS.— Two  Lessons  Each  Week. 


1.  Review   standard   colors,   tints   and 

shades. 

2,  3.  Make  sled  or  push  cart,  or 

Make  form,  as  valentine  and 
decorate. 

4,  5.  Make  form  to  be  decorated,  as 
match  strike,  portfolio  for 
weather  record,  or  make  pro- 
gram cover. 

6,  7.  Practice  design  for  constructed 
form  (original  balanced  units, 
rosettes  or  borders). 

8.  Decorate  form  constructed  5th  les- 

son (original  balanced  unit  or 
border). 

9,  10.  Make  trolley  car,  news   stand 

or  wind  mill. 


11.  Lay    color    scales,    five    tones    of 

standards. 

12,  13.  Make  form  to  be  decorated,  as 

portfolio    for   pictures,    or    copy 
book  cover,  or  Easter  card. 
14,  15.  Practice  design  for  constructed 
form :   original   rosettes   or   bal- 
anced or  corner  units. 

16.  Decorate    form    constructed     13th 

lesson    (original  rosette,  or  bal- 
anced or  corner  units). 

17,  18.  Make  cupboard  or  light-house. 
19,  20.  Make  form  to  be  decorated,  as 

booklet,  or  make  program  cover 
and  invitation  card. 
21,  22.  Practice  design  for  constructed 
form :  original  rosettes,  balanced 
units,  or  borders. 


•    '>ecorai.    ..  ..^iructed  form   (origi- 
nal rosette  or  balancctl  unit  or 
border). 
24.   25.  Make  cradle,   church   or   bird 
house. 
(Four  alternative  exercises  are  now 
offereil  in  construction.    The  folds  and 
cuts  in  these  four  lessons  may  be  made 
according   to  direction,  or   the  pupils 
may  be  allowed  to  make  original  forms 
from  original  foldings  ' 
26,  27.  Make  wheellwri'w    mi    tvi'ii:>^ 
wagon,  or 
Make  original  form  (2  pieces  of 

paper). 


28.  20.  Make  bootblack  stand  or  car- 
riage, or 

Make  original  form  (2  pieces  of 
paper) . 

30.  Matching  colors,  tints  and  shades, 

in  leaves  and  flowers. 

31,  32.  Make  form  to  be  decorated,  as 

picture  mount. 

33.  Practice     design     for     constructed 

form    (original    rosette    or    bal- 
anced or  corner  units). 

34.  Decorate  form  constructed  32d  les- 

son. 


LESSONS  FOR  GIRLS.— One  Lesson  Each  Week. 


1.  Review   stan<lard  colors,   uius   and 

shades. 

2.  Make     useful    torm,    as     pen  wiper, 

blotter  cover,  book  mark,  v  il.  n 
tine  or  program  cover. 

3.  4.  I'ractice  design  for  constructed 

form:  original   rosettes  or  bal- 
anced units. 

5.  Decorate  constructed  form. 

6.  Make   useful    form,   as   copy   book 

cover,    lx)oklet,    needle   book   or 
Easter  card. 

7.  8.  Practice  design  for  constructed 

form:  original  rosettes,  balanced 
units,  or  corner  units. 
9-  Decorate  constructed  form. 


K).  Lay     color    .scales,    five    tones    of 
standards. 

1 1.  Make  pattern  for  work  box  or  port- 

folio. 

12.  Practice     design     for     constructed 

form :   original   rosettes   or   cor- 
ner units. 

13.  Decorate  and  complete  constructed 

form. 

14.  Matching  colors,  tints  and  shades 

in  natural  objects. 

15.  Make     useful     form     as     picture 

mount. 

16.  Practice     design     for     constructed 

form. 

17.  Decorate  constructed  form. 


PRIMARY    CONSTRUCTIVE    WORK-GRADE    2B 


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Issued  Oct..    1902. 


Carncigc 


tni/c/<?pC  hr/)cn  VcrlrJ  uirf/       F'rojrcrr  r  Coyf 


Suggested  Exercises    in   Drawing,  Constructive  Work  and  Design. 


GRADE  3A. 


Total  time  per  week  i8o  minutes,  to  be  divided  into  four  periods  of  appro- 
priate length,  for  lessons  on  Object  Drawing,  Illustrative  Drawing,  Color  and  De- 
sign and  Constructive  Work. 


OBJECT  DRAWING  LESSONS.— Boys  and  Girls.— One  Lesson  Each 
Week. 

Aim  to  secure  in  drawings  of  good  size  and  placingf  the  representation  of  the 
circle  triangle  and  square  as  these  appear  in  objects  seen  at  different  levels  below 
the  eye  (circle  also  above  eye). 

Study  the  comparative  proportions  of  top  and  front  face.  Judge  apparent 
slant  of  edges  by  comparing  them  with  pencil  held  horizontally.  Indicate  table 
line.     Use  individual  models  wherever  possible. 

In  plant  form  drawing  aim  to  secure  expression  of  life  and  growth. 

A  short  drill  on  lines,  for  correct  pencil  holding  and  free  arm  movement 
should  precede  each  lesson  in  Object  Drawing. 


1.  Cylinder,  or  cylindrical  object  be- 

low eye,  as  tumbler. 

2.  Cylindrical    object,    below    eye,    as 

drum,  jar  or  pail. 

3.  Hemispherical  object,  below  eye,  as 

bowl. 

4.  Study  base  of  cylinder  at  different 

levels   above   eye.      Practice    in 
sketching  appearance. 

5.  Cylindrical  object,  above  eye,  as  tin 

pail. 

6.  Cylindrical  object  above  eye. 

Issued  Feb.  1903. 


7.  Study  of  top  of  triangular  prism, 

edge  front,  at  different  levels  be- 
low eye.  Practice  in  sketching 
appearance.  Disc  may  be  used  as 
an  aid  in  studying  appearance 
of  top  of  solid. 

8.  Triangular  prism,   edge  front,  be- 

low eye. 

9.  Study  of  top  of  square  prism,  fac- 

ing, at  different  levels  below 
eye.  Practice  in  sketching  ap- 
pearance. Disc  may  be  used  as 
an  aid  in  studying  appearance 
of  top  of  solid. 

Dept.  of  Education,  N.  Y.  C. 


10.  Square  prism,  vertical  and  facing:.  I3-  Grasses  or  large  simple  leaf. 

below  eye.  i^.  Large  simple  or  lobed  leaf. 

11.  Cube,  or  familiar  objt-i  t.  likt-  cube.  15.  Large  lobed  leaf. 

facing.  l)elow  eye.  [(,_  Spray,  two  simple  leaves,  or  flower 

12.  Square   pri.sm    or    familiar   object,  '"  "^^^^• 

like    square    prism,     horizontal      17.  Spray,  two  simple  leaves,  or  flower 
and  facing,  below  eye.  in  mass. 

ILLUSTRATIVE  DRAWING.— Boys  and  Girls. 

Aim  to  secure  clear  expressive  drawings  with  the  story  told  by  each  pupil  in 
individual  manner.  Lmi)hasize  proportion  and  action.  Develop  power  of  ex- 
pressing distance.  The  emphasis  sliDuld  bo  jjrimarily  on  truth  and  vividness  of 
drawing  rather  than  U[)on  pictorial  composition. 

Practice  on  elements  may  be  given  but  no  illustration  is  to  be  copied. 

A  lesson  each  week,  as  appropriate  opportunity  offers,  in  connection  with 
language  Work  (Poems,  Myths,  Stories,  etc.).  Nature  Study  (Plants,  Animals, 
Natural  Phenomena,  etc.),  History  (Indian,  Pilgrim  and  Biographical  Stories), 
Individual  K.xpcriences  (Occupations,  Games.  Holidays,  etc.). 

The  following  lessons  in  water  color  or  colored  chalk  are  suggested  as  alterna- 
tives for  the  illustrative  work  of  the  last  five  lessons:  13.  Grasses,  14.  Vegetable 
with  leaves  ic  \'.(ref:ililo  or  spray  of  leaves,  16.  Flower  or  leaves,  17.  Flower 
or  leave- 


CONSTRUCTION,    COLOR   AND   DESIGN. 

CONSTRUCTION.— In  making  forms  rising  from  the  child's  needs  and  in- 
terests, aim  to  secure  dexterity  in  handling  ami  accuracy  in  measurement.  Knowl- 
edge of  the  reason  for  each  step  taken  should  be  developed  that  the  child  may  be 
prepared  to  use  such  knowledge  in  the  making  of  original  forms. 

DESIGN.— In  the  decoration  of  constructed  and  other  forms  aim  to  secure 
original  units  showing  both  simplicity  and  variety  in  repetition,  alternation  and 
radiation. 

Use  few  elements  and  proportion  the  unit  to  the  space  it  is  to  decorate. 


COLOR. — Aim  to  develop  the  ability  to  recognize  the  intermediates  of  the  six 
standard  colors,  and  appreciation  of  the  harmony  shown  in  combinations  of  tones 
of  the  same  color,  and  of  standards  or  intermediates  with  a  neutral. 

In  the  following  lessons  the  exercises  are  suggested  by  the  holidays  and 
pupils'  interests.  Other  forms  than  those  indicated  may  be  substituted  after  con- 
sultation with  the  Special  Teacher.  Use  oak  tag,  bogus  or  cartridge  paper,  ging- 
ham, straw  board  or  other  available  material. 

FOR  BOYS'  CLASSES.— Two  Lessons  Each  Week. 


I,  2.  Teach  use  of  ruler. 

3.  Draw   and   cut  pattern   for   simple 

useful  form,  as  match  strike,  or 
booklet, 
or  Make  valentine. 

4.  Complete  form  cut  3d  lesson,  or 

Decorate  valentine. 

5.  Practice  brush  blots. 

6.  7.  Practice  original  rosettes  or  bal- 

anced units  of  lines  and  blots  for 
design  for  constructed  form. 

8.  Teach   intermediate ;   mix   red   and 

orange  and  paint  flat  washes  of 
colors  made. 

9.  Paint    design    on    form    completed 

4th  lesson. 

10,  II.  Make  useful  form,  as  portfolio 
for  pictures,  or  for  weather 
record,  or  make  copy  book 
cover. 

12,  13.  Practice  original  balanced  units 
for  border  or  corners  and  prac- 
tice rosettes  for  design  for  con- 
structed form. 

14.  Mix  orange  and  yellow,  and  yellow 

and  green  to  make  intermedi- 
ates. Practice  flat  washes  of 
colors  made. 

15.  Paint    design    on    form    completed 

nth  lesson.  Use  any  intermedi- 
ate studied. 


16.  Draw   and   cut   pattern   for   useful 

form,  as  envelope  case  or  bill 
holder  or  box  for  planting  seeds. 

17.  Practice  design  for  form  cut  i6tli 

lesson :  original  rosettes,  or  bal- 
anced units,  lines,  spots,  brush 
strokes. 

18.  Paint  design  on  form  of  i6th  les- 

son. 

19.  Complete  form  decorated  i8th  les- 

son. 

(Six  alternative  exercises  in  con- 
structive work  are  now  offered.  These 
are  introduced  by  a  dictated  exercise 
(two  periods),  followed  by  two  origi- 
nal exercises  (two  periods  each). 
The  second  original  exercise  may  be 
the  first  original  form  repeated,  or  a 
new  form.  The  purpose  of  these  ex- 
ercises is  to  induce  pupils  to  make 
original  forms  at  home.  Suggestions 
to  this  eft'ect  are  to  be  given  by  the 
teacher.) 

20.  Draw  and  cut  pattern  for  cart  or 

car,  for  table,  chair  or  other 
piece  of  furniture,  for  news 
stand  or  other  form  suggested 
by  the  pupils'  interests,  or 
Draw  and  cut  pattern  for  form 
to  be  decorated,  as  match  box, 
or  pencil  box  or  "catch  all." 


21.  Complete  cart  or  car,  etc.,  or 

Practice  design   for  match  box 
or  pencil  box. 

22.  Draw  pattern  for  an  original  form 

showing:    some    modification    of 
f  •  *      1  2ist  lesson,  or 

I  I  ;'»   for  match  box 

or  pencil  box. 

23.  Complete  original  fonn,  or 

Paint  design  ""   Tn.it.-li   hox   or 
pencil  box. 

24.  Draw  pattern  for  an  original  form 

(form    of     23d   lesson     may   be 
repeated  if  not  successful,  or  a 
new  form  may  be  made), 
or 
.  Complete  match   lx)x  or  pencil 
box. 

25.  Complete  origmai  turm,  or 

Practice  painting  intermediates. 


26.  Make  booklet,   or  program   cover, 

and  invitation  card,  etc. 

27.  Practice  design  for  form  made  26th 

lesson. 

2R.  Paint  design  on   form  made  26th 
lesson, 

29.  Mix  g^een  and  blue  and  blue  and 

violet  to  make  intermediates. 
Practice  flat  washes  in  colors 
made. 

30.  Draw  pattern  for  form,  as  picture 

frame  or  portfolio. 

31.  Complete  form  drawn  30th  lesson. 

32.  33.  Practice  design  for  form  com- 

pleted 31st  lesson. 

34.  Paint  design  on  constructed  form. 
Use  any  intermediate. 


LESSONS  FOR  GIRLS.— One  Lesson  Each  Week. 


I,  2.  Ruler  practice. 

3.  Make    useful    form,    as    booklet, 

bookmark  or  make  valentine. 

4,  5.  Practice  brush  blots  and  original 

or  balanced  units)  for  form  made 
units  of  lines  and  blots  (rosettes 
3d  lesson,  or 
Decorate  valentine. 

6.  Mix  red  and  orange  to  make  inter- 

mediates. Practice  flat  washes 
of  colors  made. 

7.  Paint  designs  on  constructed  forms, 

or  practice  brush  blots  and  orig- 
inal units  of  lines  and  blots 
(rosettes  or  balanced   units). 

8.  Draw  pattern  for  useful  form,  as 

portfolio  or  copy  book  cover. 

9.  Complete  form  commenced  8th  \t> 

son. 

10.  Practice   original   rosettes   or   bal- 

anced units  for  design  for  con- 
structed form. 

11.  Mix  yellow  and  orange  or  yellow 

and   g^een   to   make   intermedi- 


ates. Practice  flat  washes  of 
colors  made. 

12.  Paint  design  on  form  completed  9th 

lesson.     Use  any  intermediate. 

13.  Draw  pattern  for  useful  form,  as 

picture  frame  or  work  box,  or 
Practice    design    for    form,    as 
needle  book  or  pin  ball. 

14.  Complete  picture  frame,  or 

Practice  design  for  work  box  or 
for  needle  book  or  pin  ball 
(original  rosettes,  balanced  or 
corner  units). 

15.  Practice  design  for  picture  frame 

(original  corner  units),  or 
Paint  design  on  work  box,  pin 
ball  or  needle  book. 

^Cy  Mix  green  and  blue  and  blue  and 
violet    to    make    intermediates. 
Practice  flat  washes,  or 
Practice    units    for    design    for 
program  cover. 

17.  Paint  design  on  picture  frame,  or 
Complete  work  box,  or 
Paint  design  on  program  cover. 


PRIMARY    CONSTRUCTIVE    WORK— GRADh    ^,a 


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Issued  Oct.,    1902. 


Suggested  Exercises  in  Drawing,  Constructive  Work    and  Design. 


GRADE  3B. 


Total  time  per  week  i8o  minutes,  to  be  divided  into  four  periods  of  appro- 
priate length,  for  lessons  on  Object  Drawing,  Illustrative  Drawing,  Color  and  De- 
sign and  Constructive  Work. 


OBJECT  DRAWING  LESSONS.— Boys  and  Girls.— One  Lesson  Each 
Week. 

Aim  to  secure  in  drawings  of  gOOd  Size  and  placing;,  the  representation  of  the 
circle,  triangle  and  square,  in  objects  seen  at  difiFerent  levels  below  the  eye  (circle 
also  above  eye).  ; 

Careful  study  of  proportions  of  each  solid,  especially  the  comparative  pro- 
portions of  top  and  front  face.  JudgfC  apparent  slant  of  edges  by  comparing 
them  with  pencil  held  liorizontally.     Indicate  table  line.    Use  individual  models 

wherever  possible. 

In  plant  form  drawings  aim  to  secure  expression  of  life  and  growth. 

A  short  drill  on  lines,  for  correct  pencil  holding  and  free  arm  movement, 

should  precede  each  lesson  on  Object  Drawing. 

1.  Cylinder  below  eye.  below   eye.     Practice  in   sketch- 

ing   appearance.     Disc    may    be 

2.  Cylindrical    object,    below    eye,    as  used  as  an  aid  in  studying  ap- 

can,  jar,  tumbler.  pearance  of  top  of  solid. 

3.  Cylindrical    object,    below    eye,    as  .    ,  , 

n  ^         1    ^xi  8.  Square  prism,  or  pencn  box,  hor- 

flower  pot,  or  bottle.  ^.         \        ,   r     •        ,1 

izontal  and  facmg,  below  eye. 

4.  Hemisphere,   or  hemispherical   ob- 

ject, below  eye,  as  bowl  or  basin.        9.  Triangular  prism,   edge   front,   be- 
low eye. 

5.  Cylindrical  object,  above  eye,  as  tin 

pail. 

10.  Study  of  top  of  square  prism,  edge 

6.  Cylindrical    object    above    eye,    or  front,   at   different  levels   below 

ygo-etable.  ^y^-     Practice   in   sketching  ap- 

pearance.    Disc  may  be  used  as 

7.  Study  top  of  square  prism,  horizon-  an  aid  in  studying  appearance  of 

tal  and  facing,  at  different  levels  top  of  solid. 

Issued  Feb.  1903.  Dept.  of  Education,  N.  Y.  C. 


11.  Square   prism,   or   familiar   object     14-  Large  simple  or  lobed  leaf. 

like  square  prism,  vertical,  edge      ^^  ^  ^^^^^  ^^^^ 

front,  below  eye. 

16.  Spray    of    two    simple    leaves,    or 

12.  Cube    or    familiar    cubical    object.  flower  in  mass. 

r,\tTi-  fr. iiif    Im'Iow  eye. 

17.  Spray    of    two    simple    leaves,    or 

ij.  «..r.t^>.  .     r  i.irgc-  M.nple  leaf.  fl""'^''  ''i  mass. 


ILLUSTRATIVE   DRAWING.— Boys  and  Girls. 

Aim  to  secure  Clear  expressive  drawings  with  the  story  told  by  each  pupil  in 
IlKiiTidaul  manner.  Develop  power  of  expressing  distance.  The  emphasis  should 
be  priin.irilv  on  tmtll  and  vividness  of  drawing,  rather  than  upon  pictorial  compo- 
sition. 

Prn.-ti.r  r.M  firm. lit s  may  be  given,  but  no  illustration  is  to  be  copied. 

.•'\  ic>»"ti  i-.irii  WICK,  .IS  appropriate  opfX)rtunity  offers,  in  connection  with  Lan- 
guage Work  (Poems,  Myths,  Stories,  etc.).  Nature  Study  (Plants,  Animals,  Nat- 
ural Plienomcna,  etc.).  History  (Indian,  Pilgrim,  Biographical  Stories),  Individual 
Experiences  (Occupations,  Games,  Holidays,  etc.). 

Tlic  following  lessons  in  water  color  or  colored  chalk  are  suggested  as  alterna- 
tives for  the  illustrative  work  of  the  last  five  lessons.  13.  Grasses.  14.  Vegetable 
with  leaves.  15.  Vegetable  or  spray  of  leaves.  16.  Flower  or  spray  of  leaves. 
17.  Flower  or  spray  of  leaves. 


CONSTRUCTION,   COLOR   AND   DESIGN. 

CONSTRUCTION. — In  making  forms  rising  from  tlie  child's  needs  and 
interests  aim  to  secure  dexterity  in  handling  and  accuracy  in  measurement. 
Knowledge  of  the  reasons  for  each  step  taken  should  be  developed,  that  the  pupil 
may  be  prepared  to  use  such  knowledge  in  the  making  of  original  forms. 

DEISIGN. — In  the  decoration  of  constructed  and  other  forms  aim  to  secure 
original  units  showing  both  simplicity  and  variety  in  repetition,  alternation  and 
radiation. 

Use  few  elements  an<l  proportion  the  unit  to  the  space  it  is  to  decorate. 


COLOR. — Aim  to  develop  the  ability  to  recognize  the  intermediates  of  the  six 
standard  colors  and  appreciation  of  the  harmony  shown  in  combinations  of  tones 
of  the  same  color,  and  of  standards  or  intermediates  with  a  neutral. 

In  the  following  lessons  the  exercises  are  suggested  by  the  holidays  and  pupils' 
interests.  Other  forms  than  those  indicated  may  be  substituted  after  consultation 
with  the  Special  Teacher.  Use  oak  tag,  bogus  or  cartridge  paper,  gingham,  straw 
board  or  other  available  material. 


FOR  BOYS'    CLASSES.— Two  Lessons  Each  Week. 


1, 2.  Make  simple,  useful  form,  as 
match  box  or  tooth  pick  holder. 

3, 4.  Make  form  to  be  decorated,  as 
portfolio  for  report  card  or  for 
pictures  or  make  copy  book  or 
program  cover. 

5,  6.  Practice  original  balanced  units  or 
rosettes  of  lines,  and  brush  blots 
for  design  for  form  completed 
4th  lesson. 

7.  Paint  design  on  form  made  4th  les- 

son. 

8.  Make  intermediates  with  brush,  and 

practice  flat  washes  of  colors 
made. 

9.  Draw   and   cut   pattern   for   useful 

form,  as  clothes-brush,  box  or 
button  box. 

10.  Practice  design  for  form  drawn  and 

cut  9th  lesson :  rosettes  or  bal- 
anced units  of  lines  and  brush 
blots. 

11.  Paint  design  on  form  drawn  and  cut 

9th  lesson. 

12.  Complete  form  decorated  nth  les- 

son. 

13.  Draw   and   cut  pattern   for   useful 

form,  as  postal  card  holder. 

14.  Practice  design  for  form  drawn  and 

cut  13th  lesson,  rosettes  or  bal- 
anced units. 


15.  Paint  design  on  form  drawn  and  cut 


13th  lesson. 


16.  Complete  form  decorated  15th  les- 

son. 

(Six  alternative  exercises  in  con- 
structive work  are  now  offered.  These 
are  introduced  by  a  dictated  exercise 
(two  periods),  followed  by  two  original 
exercises  (two  periods  each).  The  sec- 
ond original  exercise  may  be  the  first 
original  form  repeated  or  a  new  form. 
The  purpose  of  these  exercises  is  to  in- 
duce pupils  to  make  original  forms  at 
home.  Suggestions  to  this  effect  are  to 
be  given  by  the  teacher. 

17.  Draw  and  cut  pattern  for  wagon, 

lighthouse,  bridge  or  other  form 
suggested  by  pupils'  interests,  or 
Draw  and  cut  pattern  for  form 
to  be  decorated,  as  portfolio  for 
weather  record  or  booklet  for 
pictures. 

18.  Complete  wagon,  lighthouse,  bridge, 

etc.,  or 

Complete  form  to  be  decorated. 

19.  Draw  and  cut  pattern  for  original 

form,  showing  some  modification 
of  form  completed  i8th  lesson,  or 
Practice  design  for  portfolio  or 
booklet:  original  corner  units  or 
rosettes. 

20.  Complete  original  form,  or 

Practice  design  for  portfolio  or 
booklet. 

21.  Draw    pattern    for    original    form 

(form  of  20th  lesson  may  be  re- 
peated if  not  successful),  or  a 


new   loriu  may   bt-   in.nn..  wi 
Paint    design    on    portfolio    cr 
booklet. 

22.  Complete  original  form,  or 

Match  tints  of  natural  objects 
with  brush.  Practice  flat  washes 
of  colors  made. 

23, 24.  Make    useful    form,  as    picture 
frame. 


25.  26.  Practit . 
form :  i 
borders. 


i'>r  con^iructcd 
ilanccd  units  or 


_;.  Make  intermediates  with  brush. 
Practice  flat  washes  of  color, 

28.  Paint  design  on  constructed  form. 
Use  any  intermediate. 

29, 30,  Draw  pattern  and  cut  useful 
form,  as  pencil  box  or  desk  waste 
basket. 

31,32.  Practice  design  for  form  drawn 
and  cut. 

33.  Paint  design  on  form  cut  30th  les- 

son. 

34.  Complete  form  of  30th  lesson. 


FOR  GIRLS'   CLASSES.— One  Lesson  Each  Week, 


1.  Draw  pattern  for  useful  form,  as 
copy  book  cover  or  portfolio  for 
weather  record  or  for  pictures. 

-•        '     omplcle      f'"-"'      Jr.,.,,      np,l      (^,,f        ,^t 

lesson. 

3.  Practice  brush  blots  and  original 
units  of  lines  anfl  blots. 

'  'ractice  original  rosettes  for  center 
of /orm,  made  2d  lesson. 

5.  Practice  original   corner   units   for 

decoration  of  form  completed  2d 
lesson. 

6.  Make    intermediates    with    brush. 

Practice  flat  washes  of  colors 
made. 

7.  Paint  design  on  constructed  form : 

central  rosette  and  corner  units. 
Use  any  intermediate, 

iw  pattern  for  useful  form,  as 
envelope  holder,  picture  frame, 
ICaster  card,  etc. 

''  te  form  drawn  and  cut  8th 
■n. 

10.  Practice  original 'balanced  units  or 
•es,  for  design  for  form  com- 


11.  Matching  tints   of   standards   wath 

brush.  Practice  flat  washes  of 
colors  made. 

12.  Paint  design  on  constructed  form. 

T^nminant  liarmnny. 

13.  Draw  pattern   for  useful   form,   as 

workbox,  or 

Practice  design  for  needle  book 
or  pin  ball :  original  rosettes  or 
balanced  units, 

)  4.  Complete  pattern  for  w  orkbox,  or 

Continue  w^ith  practice  for  design 
for  pin  ball  or  needle  book. 

15.  Practice  design  for  workbox:  orig- 

inal  rosettes   or  balanced   units, 
or 

Paint  design  on  pin  ball,  or 
needle  book, 

16.  Paint  design  on  workbox,  or 

Practice  design  for  program 
cover:  original  rosettes  or  bal- 
anced or  corner  units. 

1 7.  Complete  workbox,  or 

Paint  design  on  program  cover. 


PRIMARY    CONSTRUCTIVE    WORK-GRADE    )B 


riciaon 


l/'g/it  /uiu.)c 


Sr/c/oc 


«l  «   i   I   «       V     -•-      •     ^'^  —"• !        I  '*         ■  /ix    ^<r        I-      ?3ir 


Issued  Oct.,    IQ02 


GRAMMAR    OBJECT    DRAWING 

Gr-dJB.  4.  A 


O- J©f^-C5 


Issued  Oct.,    1902. 


^ 

f    R 


n-ai/    CrofTh 


I'H^ste  Sdk^/tc^      Cj^jA/ort  Coi/c 


Issued  May,  1902. 


APPLIED    DESIGN— DECORATIVE    ARRANGEMENT— GRAMMAR  GRADES 


Copy  DooA  Coi'crj 


/?<f /,  ■  frc  />r////<f 


Z?/^/^<f/-  Cot'cr 


T-T 


V/^y* 


/X7/t  /3oon 


.—'O'J^cr 


A*  rti^rc  rram(^ 


7F///  Hccc 


/°or/'/o//o 


/^^tcr 


\r7c/gc/j/;?c  Coyer   /ni//ta/'/0/^  Ccfrd 


B§r 

^ 

l^^-^-^l 

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l/drc/ri/^'-^^ 


F'roj^rct/n   Coyer  J 


Issued  Oct.,    iqo2. 


A    SYSTEM    OF    LETTERING 


PREPARED    FOR   USE    IN   CONNECTION   WITH   SCHOOL   WORK    IN   DESIGN. 
All  letters  with  exception  of  I  are  formed  within  equal  parallelograms.      For  I  allow  a 

HALF  SPACE  ONLY.       HORIZONTAL  DIVISONS  ARE  IN  THIRDS.      ThE  CROSS  LINES  OK  B,    E,    F,    R,   S 

ARE    ONE-THIRD    FROM    TOP,     OF    A,    ONE-THIRD    FROM    BOTTOM.       NoTE    PARTICULARLY 

THE    SHAPE    OF    K,    M.     N,   W    AND    Y.       C,    G    AND    Q    ARE    FORMED    ON    O. 

All  LINES  FORMING  LETTERS  ARE  TO  BE  KF.PT  OF    EQUAL 

WIDTH,     NO     SHADING     BEING     INTRODUCED. 


"S 


i^mmmm 


The  above  gives  letters  of  moderate  width.     The  letters  may  be  extended  or  contracted 
horizontally  by  changing-  the  width  of  the  parallelogram. 


The  height  of  the  parallelograms  may  be  changed  as  well  as  the  width.     A  group  of 
letters  may  thus  be  made  to  fill  any  given  space. 


mmm 


Titles  in  school  work  should  be  lettered  in  capitals.     The  small  letters  are  not  necessary. 
To  letter  any  word  as  "Composition"  the  following  steps  should  be  taken  : — 

1.  Decide  width  and  height  of  title  and  draw  this  oblong  very  lightly  in  pencil  in  place 
where  title  is  to  appear.  The  margin  on  right  side  should  be  about  yh  in.  (one-quarter  the 
width  of  a  letter  space)  less  than  on  left.     This  difference  is  later  adjusted  in  the  spacing. 

2.  Divide  the  space  for  title  into  three  equal  oblongs  by  two  horizontal  lines. 

3.  Divide  the  space  for  title  into  parallelograms  by  vertical  lines,  making  as  many  spaces 
as  there  are  letters  in  the  word  and  all  of  equal  width  save  that  intended  for  letter  I,  which 
should  be  but  half  as  wide  as  the  others. 

4.  Space  title  by  subdiving  each  vertical  space  for  a  letter  by  a  light  line  on  the  right 
hand  side  of  space,  cutting  off  one-fourth  of  width  of  space.  The  narrow  spaces  thus  formed 
will  fall  between  the  letters.     The  one  at  the  right  hand  end  of  title  will  not  be  used. 

5.  Sketch  in  letters  with  pencil,  then  line  in  with  ink. 

Note. — The  first  three  steps  are  shown  in  A.     The  4th  and  5th  in  B. 


t      r      r      ,       T     ^    ;       '    I       II 

I li U iL_-  lI 1.1 ■J_.i__uL( li  __i 


The  same  process  should  be  observed  in  lettering  a  title  of  several  words,  except  that  a 
space  equal  to  a  letter  should  be  left  between  words.  For  Public  School  allow  twelve  full 
spaces  and  one  half  space  for  I.  To  give  variety  the  initial  letters  of  important  words  may 
be  made  larger. 


In  a  title  of  several  lines  the  heights  and  widths  of  the  letters  in  the  different  lines  may 
be  varied  as  well  as  the  thickness  of  the  stroke  used  in  making  the  letters. 


LilBl^MRM^OIs 


Issued  Mav.  1902. 


Dept.  Educ.  New  York. 


Suggested  Exercises  in  Drawing,  Constructive   Work  and    Design. 

GRADE  4A. 
BOYS. 

Total  time  per  week  i8o  minutes,  to  be  divided  into  three  periods,  one  for 
Object  Drawing  and  two  for  Construction  and  Design. 

OBJECT  DRAWING.— One  Lesson  Each  Week. 

Aim  to  secure  in  drawings  of  gooi  size  and  placing;  the  representation  of  the 
foreshortened  circle,  triangle  and  square,  as  these  appear  in  objects  seen  at  different 
levels  below  the  eye  (circle  also  above  the  eye). 

Require  careful  study  of  proportions  of  each  solid,  especially  comparative 
proportions  of  top  and  front  face.  Direction  of  lines  should  be  tested  by  pencil 
holding:.      Use  individual  models  wherever  possible. 

In  plant  form  and  other  object  drawing  seek  quality  of  line  to  express  texture. 
Use  of  accented  line  should  be  taught. 

I.  Draw  appearance  of  top  of  cylinder,      lo.  Draw  appearance  of  top  of  sqirnre 


at  different  levels,  below  eye,  or 
Picture  Study:  "Horse  Fair" — 
Rosa  Bonheur. 


prism,  facing,  at  different  levels 
below  eye. 


II.  Draw    square    prism,    vertical    and 
facing,  below  eye. 


2.  Cylinder,  or  cylindrical  object  below 

eye. 

3.  Cylindrical  object,  above  eye,  as  tin 

pail. 

4.  Cylindrical    object,    above    eye,    as 

Japanese  lantern. 

5.  Draw  vegetable  form,  or 

Picture      Study:      "Unexpected      14-  Draw  grasses,  show  growth,  or 


12.  Draw  cube,  facing,  below  eye. 

13.  Square  prism,  horizontal  and  facing, 
below  eye,  or 

Picture     Study  :     "Cats" — Lam- 
bert. 


Meeting" — Peel. 

6.  Hemisphere,    or   hemispherical    ob- 

ject, as  half  apple,  below  eye. 

7.  Hemispherical  object,  as  bowl,  be- 

low eye. 

8.  Draw  appearance  of  top  of  triangu- 

lar prism,  facing,  at  different 
levels  below  eye,  then  draw 
triangular  prism,  same  position. 

9.  Draw  vegetable  form,  or 

Picture  Study:  "Miss  Harris"— 
Reynolds. 


Paint  vegetable  with  leaves,   in 
water  color. 

15.  Draw  large  leaf,  accent,  or 

Paint  vegetable  in  water  color. 

16.  Draw  large  leaf,  or 

Paint  spray  or  flower  in  water 
color. 

17.  Draw  large  leaf  or  simple  spray,  or 

Paint  spray  or  flower  in  water 
color,  or 

Picture     Study:     "Feeding    the 
Nestlingfs"- Millet. 


Issued  Feb.  1903. 


Dept.  of  Education,  N.  Y.  C. 


CONSTRUCTION    AND    APPLIED    DESIGN.— Two  Lessons  Each  Week. 

CONSTRUCTION.— In  making  forms  rising  fnnn  the  child's  needs  and 
interests,  aim  to  secure  dexterity  in  handling  and  accuracy  in  measurement. 
Knowledge  of  the  reasons  for  the  operations  taught  should  be  developed,  that 
the  chilli  may  be  prepared  to  make  use  of  his  acquired  skill  in  the  construction  of 
orij^inal  forms. 

It  is  recommended  that  the  pupils  be  encouraged  to  make  at  home,  original 
forms,  showing  modifications  of  the  forms  made  in  the  class  room,  or  new  models 
suggested  by  otiier  lessons  or  by  home  interests. 

For  the  constructive  work  use  oak  tag,  bogus  or  cartridge  paper,  gingham, 
straw  board,  l)ook  linen  or  other  uvailable  material. 

DESIGN.— Aim  to  develop  appreciation  of  beauty  in  form  and  line,  in  the 
orif^inal  modification  of  geometric  units,  designed  as  decorations  for  constructed 
and  other  forms.    Emphasize  Simplicity. 


COLOR. — .\im  to  secure  harmonious  combinations  of  tones  of  the  same 
color,  or  of  standard  or  intermediate  colors  with  a  neutral.  Avoid  combinations 
of  brilliant  colors. 


1,2.  Ruler  and  compass  practice. 

3.  Make   useful   form,   as  booklet  or 

copy  book  cover. 

4.  Draw  and  cut  um'ts  for  free  spot- 

ling. 

5.  .Make  decorative  arrangemeni :  free 

sp«)tting,  for  dcsii^ns  for  con- 
structed fonn. 

6.  Trace    decorative    arrangement    on 

constructed  fonn. 

7.  Practice    painting    flat    washes    of 

grayed  colors,  as  illustrated  on 
color  chart,  and  also  practice 
painting  units  for  design. 

8.  Paint  design  on  constructed  form. 

9.  10.  Class  Model. — Match  strike  or 

envelope. 

II,  12,  13.  Original     form     for    match 
strike  or  envelope. 


14,  15.  Original  modifications  of  geo- 
metric unit  for  design  for  origi- 
nal constructed  form. 

16.  Trace  design  on  original  constructed 

form. 

17.  Paint  design. — Dominant  harmony 

(grayed  colors  as  illustrated  on 
color  chart). 

i3,  19.  Class  Model. — Picture  frame  or 
work  box. 

20,  21.  Draw  pattern  for  original  de- 
sign for  picture  frame  or  work 
box. 

2.2.  Complete  picture  frame,  or 

Make  original  modifications  of 
geometric  unit  for  design  for 
work  box. 

23.  Make     original     modifications     of 
geometric    unit    for    design    for 
picture  frame,  or 
Complete  unit  for  work  box  and 
trace  design. 


24-  Complete    unit    for    picture    frame  31.  Original  modifications  of  geometric 
and  trace  design,  or  unit  for  design  for  original  port- 
Paint  design  on  work  box.  Dom-  folio, 
inant     or     contrasted     harmony 

(grayed  colors  as  illustrated  on  32-  Complete  unit  and  trace  design  on 

color  chart) .  original  portfolio. 

25.  Paint    design    on    picture     frame.      33.  Practice    painting    flat    washes    of 

Dominant     or     contrasted     har-  grayed     colors.       Practice     also 

mony,  or  painting  units   for  design. 

Complete  work  box. 

34.  Paint   design.      Dominant   or    con- 

26,  27.     Class  Model— Portfolio.  ^^^^^^^  harmony  (grayed  colors, 

28,29,30.  Original  form  for  portfolio.  as  illustrated  on  color  chart). 

GIRLS. 

Time  per  week  120  minutes,  to  be  divided  into  two  periods,  for  lessons  in 
Object  Drawing  and  Applied  Design.  For  constructed  forms  use  oak  tag,  bogus 
or  cartridge  paper,  gingham,  denim  or  other  available  material. 

OBJECT  DRAWING.— Aim  to  secure  in  drawings  of  good  size  and  placing, 
the  representation  of  the  foreshortened  circle,  triangle  and  square,  as  these 
appear  in  objects  seen  at  different  levels  below  eye  (circle  also  above  eye). 

Require  careful  Study  of  proportions  of  each  solid,  especially  the  comparative 
proportions  of  top  and  front  face.  Direction  of  lines  should  be  tested  by  pencil 
holding. 

In  plant  form  and  other  object  drawing  seek  quality  of  line  expressive  of 
texture.    Use  of  accented  line  should  be  taught. 

DESIGN. — Aim  to  develop  appreciation  of  beauty  in  form  and  line,  in  the 

original   modification  of  geometric  units,  designed  as  decorations  for  constructed 
and  other  forms.     Emphasize  Simplicity. 

COLOR. — Aim  to  secure  harmonious  combinations  of  tones  of  the  same 
color,  or  of  standard  or  intermediate  colors  with  a  neutral.  Avoid  combinations 
of  brilliant  colors. 

1.  Draw  appearance  of  top  of  cylinder,        3.  Draw  cylinder  or  cylindrical  object, 

at  different  levels  below  eye,  or  below  eye. 

Picture  Studv :   "Horse  Fair"-        4.  Draw  pattern   for  useful   form,   as 

Rosa  Bonheur.  copy  book  cover,  booklet,  etc. 

5.  Draw  cylindrical  object,  as  tin  pail, 

2.  Ruler  practice.  above  eye. 


r».  Cntni>lete  fonn  mnimenccd  4th  les- 


I'll        1  i  I  V. 


,l>ot- 


7.  Uraw    aii<i  iin   \uiii' 

ting. 
S.  r>ra\v  cylindrical  object,  above  eye, 

as  Japanese  lantern. 

.;.  Decorative  arrangement:  free  spot- 
ting for  design  for  constructed 
fonn. 

10.  Draw  vegetable  form,  or 

Picture  Study :  "Unexpected 
Meeting"— Peel. 

11.  Trace  decorative  arrangement. 

12.  Hemisphere  or  hemispherical  oMoct. 

as  half  apple,  below  eye . 

13.  Practice    jwinting    flat    washes    of 

graved  c<ilors  illustrated  on  color 
chart.  Practice  also  painting 
units  for  desig^i- 

14.  Paint  design  on  constructed   form. 

Dominant  or  contrasted  har- 
mony. 

15.  Draw   hemispherical  object,   below 

eye,  as  lx)wl. 

16.  Motlify  geometric  unit   for  design 

for  book  bag,  holder  or  doily, 
or 

Draw  and  cut  pattern  for  port- 
folio. 

17.  Draw  appearance  of  top  of  trian- 

gular prism,  facing,  at  different 
levels  below  eye;  then  draw  tri- 
angular prism,  same  position. 

18.  Complete  unit  for  design  for  book 

bag,  holder  or  doily,  or 
(x'tnplcle  portfolio. 

19.  Draw  vegetable,  or 

Picture  Study:  "  Miss  Harris" — 
Reynolds. 

:o.  Trace  design  on  book  l)ag,  holder 
or  doily,  or 

Modify  geometric  unit  for 
design  for  portfolio. 

21.  Draw  appearance  of  top  of  square 
prism,  facing,  at  different  levels. 
below  eye. 


22. 


23- 


24. 


25- 


26. 


28. 


29. 


30. 

31- 


33 


3-1 


Practice  painting  flat  washes  of 
grayed  colors  illustrated  on  color 
chart.  Practice  painting  units 
for  design. 

Paint  design  on  book  bag,  holder  or 
doilv.  Dominant  or  contrasted 
harmony,  or 

Complete  unit  for  portfolio. 
Draw  square  prism,  vertical  and  fac- 
ing, below  eye. 

Draw  and  cut  pattern  for  work  box 
or  picture  frame,  or 
Trace  design  on  portfolio. 

Draw  cube  or  square  prism,  vertical 
and  facing,  below  eye,  or 
Picture     Study :     "Cats" — Lam- 
bert. 

C'omi)lete  picture  frame,  or 

Modify  geometric  unit  for  design 

for  work  box,  or 

Paint  design  on  portfolio. 

Draw  grasses,  show  growth,  or 
Paint  vegetable   with   leaves,   in 
water  color. 

?^lodify  geometric   unit   for   design 
for  picture  frame,  or 
Comj)lete  unit  for  work  box  and 
trace  design,  or 

Modify  geometric  unit  for  design 
for  pin  ball  or  needle  book. 

Draw  large  leaf,  accent,  or 

Paint  vegetable  in  water-color. 

Trace  design  on  picture  frame,  or 
Paint  design  on  work  box,  or 
Trace  design  on  pin  ball  or  nee- 
dle book. 

Draw  large  leaf,  or 

Paint    spray  or  flower  in  water 
color. 

Paint  design  on  picture  frame,  or 

Complete  work  box,  or 

Paint  design  on  pin  ball  or  nee- 
dle book. 
Draw  large  leaf  or  simple  spray,  or . 

Paint  spray  or  fiov.'cr  in  v.aler 

color,  or 

Picture    Study  :     "Feeding    the 

Nestlings" — Millet. 


GRAMMAR    CONSTRUCTIVE    WORK— GRADE    4A 


^ooA/ct  C-ryer^ 


6'opi/  Soofi  Co/cr^ 


ti^itutrn  foT   Copy  Dooh  Coi/er 


r  n 


/c/ticrn  for  tni\-/opc 


rWi  Jfr/M 

( COfc  red  I 


C^i(70C-j/''onj  for  or/oi/7df  tni/cfopd^ 


H- 


JilOQCjtfo/fJ  for  ^     ,  r 

•^^  fclffcrn  far 


Or/o/z/d/  ff/lcf^  Jfr/Ad 


f^/co^rc  f7oijj7t 
(co/er6a'j 


fjc/fcf?  Jfr/'Ac  Ccjycrer/j 


»« 


Oi/c>qcJ^/o,y  /or 
or/dfna/  //cU'rc/yoi/zil' 


^ticA  0/  Hou/rt 


f  Ji/qgcj/zdr?  for 

fc/^/(rn  for  flaunt  or/g/ndf  ficfur^  /lour/t 


DdcA  of  rfounf 


-^- 


Mc 


f^c/L'cni  for  Do/?  ban  Bon 


Juaquf/onj  for  or;^z//c// 
So/?hon  /%'A 


^Orffof/O         f?//Mrn  fornn60JC/c     Ji'/Ocrej^'onfororoynr/ffor/fof/c  ,       ,,        a      i,      ^^ 

of  f^or/fof^a  ^___ -o. 


Issued  Oct.,    ,002 


Suggested  Exercises  in  Drawing,  Constructive    Work  and   Design. 

GRADE  4B. 
BOYS. 

Total  time  per  week  i8o  minutes,  to  be  divided  into  three  periods,  one  for 
Object  Drawing  and  two  for  Construction  and  Design. 

OBJECT   DRAWING.— One  Lesson  Each  Week. 

Aim  to  secure  in  drawings  of  good  size  and  placing  the  representation  of  the 
foreshortened  circle,  triangle  and  square,  as  these  appear  in  objects  seen  at  dififerent 
levels  below  the  eye  (circle  also  above  eye). 

Require  careful  Study  of  proportions  of  each  solid,  especially  the  comparative 
proportions  of  top  and  front  face.  Direction  of  lines  should  be  tested  by  pencil 
holding.     Use  individual  models  wherever  possible. 

Tn  plant  form  and  other  object  drawing  seek  quality  of  line  expressive  of 
texture.    Use  of  accented  line  should  be  taught. 

I.  Draw  appearance  of  top  of  cylinder,      lo.  Draw  appearance  of  top  of  square 


at  different  levels,  below  eye,  or 
Picture        Study :        "Arabs"— 
Schreyer. 

2.  Cylinder  or  cylindrical  object,  below 

eye. 

3.  Cylindrical  object,  as  flower  pot,  or 

wooden  measure,  below  eye. 

4.  Cylindrical  object,  as  pail  or  lantern, 

above  eve. 


prism,    edge    front,  at    dififerent 
levels,  below  eye. 

11.  Square  prism,  edge  front,  below  eye. 

12.  Cube,  edge  front,  below  eye. 

13.  Cube,  or  square  prism,  edge  front, 

below  eye,  or 

Picture     Study:     "The     Young 

Handel" — Dicksie. 


5.  Review  pail  or  lantern,  or 

Draw  vegetable  form,  or 
Picture  Study:  "James,  Duke  of 
Richmond" — Van  Dyke. 

6.  Draw  appearance  of  top  of  cube  or      i5-  Draw  large  leaf,  or 


14.  Draw  grasses,  show  growth,  or 

Paint  vegetable  with  leaves,   in 
water  color. 


square  prism,  horizontal  and  fac- 
ing, at  different  levels,  below  eye. 

7.  Cube,   or   square  prism,   horizontal 

and  facing,  below  eye. 

8.  Draw  vegetable  form,  or 

Picture  Study:  "At  the  Water- 
ing Trough" — Bouveret. 

9.  Triangular  prism,  edge  front,  below 

eye. 

Issued  Feb.  1903. 


Paint  simple  spray  in  water  color. 

16.  Draw  large  leaf,  or 

Paint  spray  or  flower  in  water 
color. 

17.  Draw  large  leaf  or  simple  spray,  or 

Paint  spray  or  flower  in  water 
color,  or 

Picture     Study:     "Madame    Le 
Brun  and  Daughter"— Le  Brun. 

Dept.  of  Education,  N.  Y.  C. 


rONSTRUCTION   AND   APPLIED   DESIGN.— Two   Lessons    Eacli   Week. 

C'OXSTRUCTION.— In  making  forms  rising  from  tlie  chikl's  needs  and 
interests,  aim  to  secure  dexterity  in  handling  and  accuracy  in  measurement. 
Knowledge  of  the  reasons  for  the  operations  taught  should  be  developed,  that 
the  child  may  be  prepared  to  make  use  of  his  acquired  skill  in  the  construction  of 
oriffinal   forms. 

It  is  recommended  that  the  pupils  be  encouraged  to  make  at  home  Original 
forms,  sh«)\ving  modifications  of  the  forms  made  in  the  class  room,  or  new  models, 
suggested  by  other  lessons  or  by  home  interests. 

For  constructive  work,  use  oak  tag,  bogus  or  cartridge  paper,  gingham,  book 
linen,  strawlxiard,  or  other  available  material. 

DESIGN. — Aim  to  develop  appreciation  of  beauty  in  form  an<l  line,  in  the 
original  nuxlification  of  geometric  units,  designed  as  decorations  for  constructed 
and  other  forms.     Emphasize  Simplicity. 

COLOR. — Aim  to  secure  harmonious  combinations  of  tones  of  the  same  color, 
or  of  standard  or  intermediate  colors,  with  a  neutral.  Avoid  combinations  of 
brilliant  colors. 


1.  Draw    and    cut    pattern    tor    letter 

holder,  note  book  cover  or  copy 
book  cover. 

2.  Complete  form. 

3.  Draw  and  cut  units  for  free  spot- 

ting. 

4.  Free  spotting:  make  decorative  ar- 

rangement for  constructed  form. 

5.  Trace  decorative  arrangement. 

6.  Practice    painting    flat    washes    of 

grayed  colors,  illustrated  on  color 
chart.  Practice  also  painting 
units. 

7.  Paint   design.      Dominant    or   con- 

trasted harmony. 

8,9.  Class  Model. — Card  case  or  bill 
book. 

10,  II,  12.  (Jriginal  form  for  card  case, 
bill  book,  plaster  case. 

13,  14.  r)riginal  modification  of  geomet- 
ric unit,  for  design  for  con- 
structed form. 


15.  Trace  design  on  constructed  forms. 

16.  Paint  design.     Dominant  harmony. 

17.  18.  Class  Model. — Picture  frame  or 

portfolio. 

19,20,21.  Original  form  for  picture 
frame,  or  portfolio. 

22.  Original  modifications  of  geometric 
unit  for  design  for  form  made 
2 1  St  lesson. 

22,.  Trace  design  on  constructed  form. 

24.  Practice    painting    flat    washes    of 

grayed  colors  illustrated  on  color 
chart.  Practice  also  painting 
units  for  design. 

25.  Paint    design.     Dominant    or    con- 

trasted harmony. 

26, 27.  Class  Model. — Letter  file,  or 
pocketbook. 

28,  29,  30.  Original  form  for  letter  file 
or  pocketbook. 


31.  Original  modifications  of  geometric  33.  Practice    painting    flat    washes    of 

unit  or  grayed     colors.      Practice     also 

Draw  and  cut  units  for  free  spot-  painting  units  for  design. 

ting    for    design     for     original 

constructed  form.  34-   Paint    design.      Dominant    or    con- 

^           ,     .          .                .         .  trasted  harmony. 

32.  Trace  design  of  geometric  units,  oi 

Make  decorative    arrangement, 
free  spotting,  and  trace. 

GIRLS. 

Total  time  per  week  120  minutes,  to  be  divided  into  two  periods,  for  lessons 
on  Object  Drawing  and  Applied  Design.  For  constructed  forms  use  oak  tag, 
bogus  or  cartridge  paper,  gingham,  denim,  book  linen  or  other  available  material. 

OBJECT  DRAWING.— Aim  to  secure  in  drawings  of  good  size  and  placing, 
the  representation  of  the  foreshortened  circle,  triangle  and  square,  as  these  appear 
in  objects  seen  at  different  levels  below  the  eye  (circle  also  above  eye). 

Require  careful  Study  of  proportions  of  each  solid,  especially  the  comparative 
proportions  of  top  and  front  face.  Direction  of  lines  should  be  tested  by  pencil 
holding.      Use  individual  models  wherever  possible. 

In  plant  form  and  other  object  drawing,  seek  quality  of  line  to  express  texture. 
Use  of  accented  line  should  be  taught. 

DESIGN.— Aim  to  develop  appreciation  of  beauty  in  form  and  line  in  the 
original  modification  of  geometric  units  designed  as  decorations  for  constructed 
and  other  forms.     Emphasize  Simplicity. 

COLOR. — Aim  to  secure  harmonious  combinations  of  tones  of  the  same  color, 
or  of  standard  or  intermediate  colors  with  a  neutral.  Avoid  combinations  of  brill- 
iant colors. 


1.  Draw  appearance  of  top  of  cylin- 

der, at  different  levels,  below  eye, 

or 

Picture       Study:      "Arabs"  — 

Schreyer. 

2.  Ruler  and  compass  practice. 

3.  Draw    cylinder    or    cylindrical    ob- 

ject, below  eye. 

4.  Make    useful    form,  as    copy    book 

cover,  note  book  cover,  envelope 
or  booklet. 

5.  Draw  cylindrical  object,  as  flower 

pot   or   wooden   measure,   below 
eye. 


6.  Draw  and  cut  units  for  free  spot- 

ting. 

7.  Draw  cylindrical  object,  as  pail  or 

lantern,  above  eye. 

8.  Decorative  arrangement:  free  spot- 

ting for  design  for  constructed 
form. 

9.  Draw  vegetable  form,  or 

Review    pail    or    lantern,  above 
eye,  or 

Picture    Study:    "James,    Duke 
of  Richmond" — Van  Dyke. 


10.  Trace   decorative   arrangement    on 

constructed  form. 

11.  Draw  appearance  of  top  of  cube  or 

square  prism,  horizontal  and 
facing-,  at  diflferent  levels  below 

12.  i'racticc    i>auiUii.L;    lial    washes    of 

grayed  colors  illustrated  on  col- 
or chart.  Practice  also  painting 
units  for  design. 

13.  Paint       decorative       arrangement. 

Dominant  or  contrasted  har- 
mony. 

14.  Cul)e  or  square    prism,   horizontal 

and  facing,  below  eye. 

15.  Original  modifications  of  geometric 

unit,    for    design    for    handker- 
chief case,  pencil    case    or    pin 
cushion  cover,  or 
Draw   and   cut  pattern   for  pic- 
ture frame  or  work  box. 

16.  Draw  vegetable  form,  or 

Picture  Study:  "At  the  Water- 
ing Trough" — Bouveret. 

17.  Continue  with  unit  for  design  for 

handkerchief  case,  etc.,  or 
Modify  geometric  unit  for  work 
box. 

18.  Draw  triangular  prism,  edge  front, 

below  eye. 

19.  Trace  design  on  cloth,  or 

Make   original   modifications   of 

geometric  unit  for  picture  frame, 

or 

Complete  unit  for  work  bo.\  and 

trace. 

20.  Draw  appearance  of  top  of  square 

prism,  edge  front,  at  difFcront 
levels,  below  eye. 

21.  Practice  painting    for    design    on 

cloth,  or 

Trace  design  on  picture  frame, 

or 

Practice  painting  for  work  bo.x 

desig^. 


22.  Paint  design  on  cloth  or  on  work 
box.    Dominant  harmony,  or 
Practice     painting     for     picture 
frame. 

J3.  Draw  square  prism,  edge  front,  be- 
low eye. 

24.  Draw  and  cut  pattern  for  portfolio, 

or    picture    frame,  or 

Complete  work  box  or 

Paint  design  on  picture  frame. 

25.  Complete    form    commenced    24th 

lesson,  or 

Original  modifications  of  geo- 
metric unit  for  design  for  pin 
ball  or  needle  book. 

26.  Draw  cube,  edge  front,  below  eye. 

27.  Original   modifications   of   geomet- 

ric unit  for  form  completed  28th 
lesson,  or 

Continue  design  for  pin  ball  or 
needle  book. 

28.  Draw  cube  or  square  prism,  edge 

front,  below  eye,  or 

Picture     Study:     "The     Young 

Handel" — Dicksie. 

29.  Complete    unit    for    form    finished 

25th  lesson  and  trace  design,  or 
Trace  design  on  pin  ball  or 
needle  book. 

30.  Draw  large  leaf,  or 

Paint  simple  spray  in  water 
color. 

31.  Paint  designs,  contrasted  or  domi- 

nant harmony. 

32.  Draw  large  leaf,  or 

Paint  simple  spray  or  flower  in 
water  color. 

33.  Draw   large   leaf   or   simple   spray, 

or 

Paint  spray  or  llower  in  water 

color. 

34.  Draw  large  leaf  or  simple  spray,  or 

Paint  spray  or  flower,  or 
Picture    Study :     "Madame    Le 
Brun  and  Daughter" — Le  Brun. 


GRAMMAR    CONSTRUCTIVE    WORK— GRADE    4B 


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I>sued  Oct  ,    iqo2. 


Suggested  Exercises  in    Drawing,  Constructive  Work  and  JDesign. 

GRADE  5A. 


BOYS. 

Total  time  per  week  i8o  minutes,  to  be  divided  into  three  periods,  one  for  Ob- 
ject Drawing  and  two  for  Construction  and  Applied  Design. 

OBJECT  DRAWING.— One  Lesson  Each  Week. 

Aim  to  secure  in  drawings  of  gOOd  size  and  placing  the  representation  of  the 
foreshortened  circle  and  square  as  these  appear  in  objects  seen  at  different  levels 
below  the  eye  (circle  also  above  eye). 

Require  careful  Study  of  relative  size  and  position  of  o])jects  in  simple  groups. 
Tests  of   direction    should  be  made   by  pencil  holding:.      Use    individual  models 

wherever  possible. 

In  plant  form  and  other  object  drawing  seek  quality  of  line  to  express  tex 
ture.     Use  of  accented  line  should  be  taught. 


1.  Cylinder  below  eye,  or 

Picture  Study:  "Dignity  and 
Impudence" — Landseer. 

2.  Cylindrical    object,   below    eye,   as 

wooden  measure  or  pail. 

3.  Cylindrical  object,  above  eye,  as  tin 

pail. 

4.  Cylindrical  object,  above  eye,  as  tin 

pail  or  lantern. 

5.  Draw  vegetable  form,  or 

Picture  Study:  'Song  of  the- 
Lark" — Breton. 

6.  Sketch  group,  cyHnder  and  sphere. 

Note  size  and  placing.  General 
proportions ;  relative  propor- 
tions and  position  of  objects. 
Sketch  whole  group  lightly. 

7.  Complete  drawing  of  group. 

Group  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Com- 
plete drawing — attention  to  ren- 
dering. 

8.  Sketch  group,   square  prism,   edge 

front,  and  hemisphere  or  small 

water  cup. 

Proceed  as  in  lesson  6. 

9.  Complete  drawing  of  group. 

Proceed  as  in  lesson  7. 

10.  Draw  vegetable  form,  or 

Picture  Study :  "Washington 
Crossing  the  Delaware"— Leutze. 


11.  Sketch  group,  jar  and  hemispheri- 

cal fruit. 

Note  size  and  placing.  General 
proportions ;  relative  propor- 
tions and  position  of  objects. 
Sketch  whole  group  lightly. 

12.  Complete  drawing  of  group. 

Group  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Com- 
plete group — attention  to  render- 
ing. 

13.  Draw    group,    bottle   or   bowl    and 

vegetable,  or 

Picture   Study:   "Return   to   the 

Farm" — Troy  on. 

14.  Practice  blocking  in  large  leaf,  or 

Paint  vegetable  with  leaves,  in 
water  color. 

15.  Blocking  in  large  leaf,  or 

Paint  vegetable  or  spray  in  wa- 
ter color. 

16.  Blocking  in  and  drawing  large  leaf, 
or 

Paint  spray  or  flower  in  water 
color. 

17.  Blocking  in  and  drawing  large  leaf, 
or 

Paint  spray  or  flower  in  water 
color,  or 

Picture  Study:  "Queen  Louise 
and  Her  Sons" — Steffeck, 


Issued  Feb.  1903. 


Dept.  of  Education,  N.  Y.  C. 


CONSTRUCTION  AND  APPLIED  DESIGN.— Two  Lessons  Each  Week. 

i  .  .\>TRUCTION.— In  making  forms  rising  from  the  child's  needs  and 
interests!  aim  to  secure  dexterity  in  handhng  and  accuracy  in  measurement. 
Knowlciige  of  the  reasons  for  the  operations  taught  should  be  developed,  that  the 
child  may  be  prepared  to  make  u--  <'f  hi';  .-icquircd  skill  in  the  construction  of 
orlj^lnal  forms. 

It  is  recommended  that  the  pupils  be  encouraged  to  make  at  home  original 
forms,  showing  modifications  of  the  forms  made  in  the  class  room,  or  new  models, 
suggcsle«l  by  other  lessons  or  by  home  interests. 

For  constructive  work,  use  oak  tag,  lx)gus  or  cartridge  paper,  gingham,  straw- 
board  or  other  available  material. 

I)i:SlGN.--.\im  to  tlevelop  appreciation  of  beauty  of  form  and  line,  in  mak- 
ing original  units,  designed  as  decorations  for  constructed  and  other  forms. 
Emphasize  simplicity. 


COLOR.— .\im  to  secure  harmonious 
or  of  standard  or  intermediate  colors  with 
iant  colors. 

I.  2,  3.  Class  Model. — Folding  pic- 
ture frame,  pocket  h<><>k.  pencil 
case  or  portfolio. 

4.  5.  ^.  7-  Original  form  for  folding 
picture  frame,  pocket  book,  pen- 
cil case  or  portfolio. 

8.  Draw  and  cut  unit  for  free  spotting. 

9.  Decorative  arrangement:  free  spot- 

ting, for  design  for  constructed 
fonn. 

lo.  Trace    decorative    arrangement    on 
constructed  form. 


combinations  of  tones  of  the  same  color, 
a  neutral.     Avoid  combinations  of  brill- 


11.  Practice    painting    flat    washes    of 

grayed  colors,  illustrated  on  col- 
or chart.  Practice  also,  paint- 
ing units  for  design. 

12.  Paint  design  on  constructed  form. 

Dominant  harmony. 

13.  14.    15.  Class    Model.— Cash   box, 

spool  box,  pencil  box,  glove 
box,  necktie  box. 

10.  17.  Draw  pattern  for  original  form 
of  box. 

18.  Original        design.  —  Interlacing 

SMuares  or  oblongs  to  form  tile 
pattern  for  decoration  of  box  top. 

19.  Complete  tile  design. 


20.  Trace  tile    design    on   constructed 

form. 

21.  Practice    painting    tile    design    in 

grayed  colors. 

22.  Paint  tile   design.     Dominant  har- 

mony. 

2^.  Complete  box. 

24,  25.  26.  Class  Model. — Match  box, 
flower  pot  holder,  or  work  bas- 
ket, or 

Fold  and  sew  together,  leaves  for 
book. 

2j,  28.  Draw  original  pattern  for  form 
completed  26th  lesson,  or 
Complete  book. 

29.  Draw  a  good  example  of  Greek  lily 

from  copy. 

30.  Original  modifications  of  lily  form, 

for  design  for  original  construct- 
ed form,  or  for  book. 

31.  Complete  unit  for  design. 

32.  Trace  design  on  original  construct- 

ed form. 

33.  Paint  design  on  constructed  form. 

34.  Complete  form. 


GIRLS. 

Time  per  week  120  minutes  to  be  divided  into  two  periods,  for  lessons  on 
Object  Drawing  and  Applied  Design.  For  constructed  forms  use  oak  tag,  bogus 
or  cartridge  paper,  gingham,  denim  or  other  available  material. 


OBJECT  DRAWING. — Aim  to  secure  in  drawings  of  good  size  and  placing 
the  representation  of  the  foreshortened  circle,  and  square  as  these  appear  in  objects 
seen  at  different  levels  below  the  eye  (circle  also  above  eye). 

Rccjuirc  careful  Study  of  relative  size  and  position  of  objects  in  simple  groups. 
Tests  of  direction  should  be  made  by  pencil  holding.  Use  individual  models 
wherever  possible. 

In  plant  form  and  other  object  drawing  seek  quality  of  line  to  express  tex- 
ture.   Use  of  accented  line  should  be  taught. 


DESIGN.-  -Aim  to  develop  appreciation  of  beauty  of  form  and  line  in  original 
units  designed  as  decorations  for  constructed  and  other  forms.  Emphasize 
Simplicity. 

COLOR. — Aim  to  secure  harmonious  combinations  of  tones  of  the  same  color, 
or  of  standard  or  intermediate  colors  with  a  neutral.  Avoid  combinations  of  brill- 
iant colors. 


1.  Draw  cylinder  below  eye,  or 

Picture    Study :     "Dignity    and 
Impudence" — Landseer. 

2.  Draw   and   cut   pattern    for   useful 

form,   as   letter  holder   or   port- 
folio. 

3.  Draw  cylindrical  object,  as  wooden 

measure  or  pail,  below  eye. 

4.  Complete    pattern    commenced    2d 

lesson. 

5.  Draw  cylindrical  object,  above  eye, 

as  tin  pail. 

6.  Draw  and  cut  units  for  free  spot- 

ting. 

7.  Draw  cylindrical  object,  above  eye, 

as  pail  or  lantern. 

8.  Decorative  arrangement :  free  spot- 

ting for  design  for  constructed 
form. 

9.  Draw  vegetable  form,  or 

Picture    Study:    "Song    of    the 
Lark"— Breton. 


10.  Trace  decorative    arrangement    on 

form  drawn  and  cut  4th  lesson. 

11.  Sketch  group,  cylinder  and  sphere. 

Note  size  and  placing.  General 
proportions ;  relative  proportions 
and  position  of  objects.  Sketch 
whole  group  lightly. 

12.  Complete  drawing  of  group. 

Group  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Com- 
plete drawing — attention  to  ren- 
dering. 

13.  Practice    painting    flat    washes     of 

grayed  colors,  illustrated  on  col- 
or chart.  Practice  also  painting 
units  for  design. 

14.  Paint  decorative  arrangement.  Con- 

trasted or  dominant  harmony. 

15.  Draw  vegetable  form,  or 

Picture  Study :  "Washington 
Crossing  the  Delaware"  — 
Leutze. 


1 6.  Complete  constructed  form. 

17.  Sketch  group.  s(iuarc  prism,  edge 

front,  antl  water  cup  or  hemi- 
sphere. 
Proceed  as  in  lesson  11. 

18.  Complete  drawing  of  group. 

I'roceed  as  in  lesson  12. 

II)  Drsign  for  handkt-rchief  case,  doily, 
cushion  cover,  table  mat.  Draw 
a  good  example  of  Greek  lily 
from  copy,  or 

Draw  pattern  for  flower  pot 
holder,  picture  frame,  or  work 
l)asket. 

20.  Original  mcKlihcation  of  lily  form, 
for  design  on  cloth,  or  complete 
picture  frame  or 
Design  for  flower  pot  holder  or 
work  basket :  Draw  a  good  ex- 
ample of  Greek  lily  from  copy. 

ji.  Draw  group,  jar  and  hemispherical 
fruit. 

22.  Complcti-  unit   for  design  on  cloth, 
or 

Design  for  picture  frame :  Draw 
a  good  example  of  Greek  lily 
from  copy,  or 

Original  moclification  of  lily 
form,  for  design  for  flower  pot 
holder  or  work  basket. 

23.  Draw   group,  bottle  or    bowl   and 

vegetable,  or 

Picture  Study:   'Return  to  the 

Farm" — Troyon. 

24.  Trace  design  on  cloth,  or 

Make   original    modification     of 
lily  form,  for  picture  frame,  or 
Complete    unit    for    design    for 
flower  pot  holder  or  work  basket. 


25.  Paint  design  on  cloth,  or 

Complete  unit  for  picture  frame, 
or 

Trace  design  on  flower  pot  hold- 
er or  work  basket. 

26.  Draw   pattern   for   pencil   case    or 

picture  frame,  or 
Trace  design  on  picture  frame,  or 
Paint  design  on  flower  pot  hold- 
er, or  work  basket. 

27.  Practice  blocking  in  large  leaf,  or 

I'aint   vegetable   witli    leaves,   in 
water  color. 

28.  Complete    form    commenced    26th 

lesson,  or 

Paint   design  on  picture   frame, 

or 

Complete   flower   pot   holder,   or 

work  basket. 

29.  Blocking  in  large  leaf,  or 

Paint  vegetable  or  spray  in  wa- 
ter color. 

30.  Original  modifications  of  lily  form, 

for  form  completed  28th  lesson, 
or  for 

Design  for  whisk  broom  holder, 
table  mat  or  doily. 

31.  Blocking  in  and  drawing  large  leaf, 
or 

Paint  simple  spray  or  flower  in 
water  color. 

32.  Trace  design  on  constructed  form, 

or  on  whisk  broom  holder,  table 
mat  or  doily. 

^2-  Paint  design  on  constructed  form, 
or  on  whisk  broom  holder,  etc. 

34.  Blocking  in  and  drawing  large  leaf, 
or 

Paint  simple  spray  or  flower  in 
water  color,  or 

Picture  Study:    "Oueen    Louise 
and  Pier  Sons"— Stefifeck. 


GRAMMAR    CONSTRUCTIVE    WORK-GRADE    sA 


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j      Issued  Oct.,    igo2. 


MECHANICAL    DRAWING-STRUCTURAL    DESIGN-GRADES    sR-yB 


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Issued  Oct.,   1902. 


APPLIED    DESIGN-GRADES    ^B-yB 


Issued  October,   1902 


Dept.   Educ,   X.  Y.  C. 


Suggested  Exercises  in   Drawing,  Constructive  Work   and   Design. 

GRADE  5B. 
BOYS. 

Total  time  per  week  120  minutes  to  be  divided  into  two  periods  of  appropriate 
length,  for  lessons  in  Object  Drawing,  Working  Drawing,  Structural  and  Applied 
Design. 

WORKING  DRAWING. — Develop  and  emphasize  the  purpose  of  working 
drawings. 

Aim  to  secure  clear  and  well  placed  free  hand  sketches,  followed  by  accurate 
mechanical  drawings,  carefully  lettered  and  dimensioned.  Insist  on  neatness  in 
execution. 

In  STRUCTURAL  DESIGN  develop  law  of  Fitness  to  purpose—/,  e.,  that 
use  determines  form  and  material,  and  that  desire  for  strength  and  beauty  deter- 
mines proportions. 

Two  Lessons  Each  Week. 


1.  Working    Drawing.  —  Explanation 

of  their  nature  a-nd  use  in  gen- 
eral, and  of  their  use  in  class 
work. 

Position  of  planes — 3rd  angle — 
and  views.  Use  and  character 
of  extension,  dimension  and  cen- 
ter lines  explained. 
Practice  in  making  free  hand 
working  drawings  (2  views)  of 
familiar  objects,  as  tumbler,  pen- 
cil box,  ink  well,  etc.  Use  hard 
pencils. 

2.  Working  Drawing   (free  hand)   of 

cylinder  on  end.  Two  views, 
full  size.  Extension,  dimension 
and  center  lines.  Dimensions 
marked. 

3.  Working     Drawing     (mechanical) 

of  cylinder  on  end,  from  free 
hand  working  drawing  made 
2d  lesson.  Extension,  dimen- 
sion and  center  lines.  Figures 
on  vertical  dimensions  should 
be  turned  to  read  from  bottom 
of  sheet  toward  the  top. 

4.  Working    Drawing     (free     hand) 

(Third  angle;  two  views,  full 
size)  from  model  furnished  by 
Shop  Instructor,  or 
From  Match  Box  or  other  mo- 
del furnished  by  Special  Teach- 
er. Extension,  dimension  lines, 
etc.,  indicated.    Use  hard  pencils. 

Study  of  model  to  develop  prin- 
ciples of  structural  design  (fit- 
ness of  model  to  purpose ;  beau- 
ty in  proportion,  proper  relation 


of  parts),  with  a  view  toward 
the  making  by  each  pupil  of  a 
model  showing  original  dimen- 
sions. 

5.  Each  pupil  will  plan  within  given 

limitations,  original  proportions 
for  his  model.  The  diniensions 
planned  may  be  marked  upon 
the  free  hand  working  drawing 
made  last  lesson.  If  necessary 
a  new  free  hand  drawing  will  be 
made  and  dimensioned. 

6.  Plan  original  modifications  in  out- 

line, of  model  dimensioned  last 
lesson.     Make  several  sketches. 

7.  Each  pupil  will  draw  full  size   such 

part  of  the  model  as  is  modified 
in  outline.  This  drawing  is  to 
be  followed  in  shop  or  class- 
room in  the  construction  of  the 
original  form.. 

8.  Working     Drawing     (mechanical) 

of  original  model.  Position  of 
drawing  on  paper  to  be  decided 
by  pupils. 

Two  views  lightly  drawn,  show- 
ing parts  without  modified  out- 
line. 

9.  Make    careful     drawing    of    such 

part  of  model  as  is  modified  in 
outline.  Cut  this  out  and  use  as 
template  in  completing  working 
drawing.  Extension,  dimension 
lines,  etc. 

10.  Practice  free  hand  printing  and 
numbering.  Print  name  and 
title  and   dimension   drawing. 


Issued  Feb.  1903. 


Uept.  of  Educalioii,  N.  Y.  C. 


DRSIGX  —In  APPLIED  DESIGN  aim  to  develop  knowledge  of:  Balance- 
equality  V'f  ^veijjhts  or  consistency  of  attractions,  Rhythm— continuous  or  related 
luovcnicnt.  Harmony— consistency  or  relationship  of  masses. 

EniplKiMzi-  the  proper  relation  of  the  decorating  mass  to  the  space  decorated, 
and  the  refinement  of  the  cKinonts  of  the  mass. 


Two  Lessons  Each  Week. 


II. 


UnguKil  Design.  —  Sketches  of 
units  made  of  flower  parts,  for 
decoration  for  match  hox,  or 
other  form  to  be  constructed. 


12.  Continue  with  unit  for  design. 

13.  Complete  unit  for  design  and  trace 

on  paper.  Make  two  tracings, 
one  to  be  painted,  the  other  to  be 
used  in  tracing  the  design  on 
constructed  form. 


14.  Practice    painting    flat    washes    of 

grayed  colors,  suitable  for  stain- 
ing wood,  as  illustrated  on  color 
chart. 
Paint  background  of  design. 

15.  Practice    painting    colors    showing 

harmonious  relations  with  back- 
ground color.  Practice  painting 
units  for  design. 

16.  Complete  painting  design. 


OBJECT  DRAWING.— Aim  to  secure  in  drawings  of  good  size,  placing  and 
accent,  the  representation  of  foreshortened  faces  as  these  appear  in  objects  seen  at 
tlittcrcnt  levels  below  the  eye. 

Require  careful  study  of  relative  size  and  posit'on  of  objects  in  simple  groups. 
I'^c  pencil  measurements  to  t^.■•^t  pmporiions.  Test  direction  of  retreating  edges 
l)y  pencil  holding.    L'sc  individual  models  wherever  possible. 

In  Plant  Eorm  and  other  object  drawing  seek  quality  of  line  expressive  of 
texture. 

Two  Lessons  Each  Week. 


17.  Object    Drawing. — Cylinder,  below 

eye,  or 

Picture     Study:     "Autumn"  — 

Mauve. 

18.  Draw  cylindrical  object,  below  eye, 

as  flower  pot. 

19.  Draw  cylindrical  object  above  eye, 

as  lantern. 

20.  Test   Drawing. — Cylindrical  object 

below  or  alxjve  eye.  Develop- 
ment of  lesson  to  precede  draw- 
ing. 


rected.     Complete  drawing  with 
attention  to  rendering. 

24.  Draw  vegetable  form,  or 

Picture   Study:    "Return   of   the 
Mayflower" — Bayes. 

25.  Draw  square  prism,  edge  front. 


21.  Draw  vegetable  form,  or 

Picture     Study :     "Boatmen 
Barcelona" — Baixeras. 


22.  Sketch  gfToup,  as  bottle  and  vege- 
table. 

Note  size  and  placing;  general 
proportions ;  relative  propor- 
tions and  position  of  objects. 
Sketch  whole  group  lightly. 

-J  ^  umplcte  drawing  of  group 
sketched  21st  lesson.  Group 
placed  in  position.  Errors  in 
proportion  and  appearance  cor- 


26.  Draw  square  prism  turned  at  30" 
and  60"". 

27.  Draw  square  prism,  turned  at  un- 
equal angles. 

28.  Sketch  group,  square  prism  and 
water  cup,  or 

Cereal  box  and  cup  or  bowl. 
q£  Note  size  and  placing.    General 

proportions  ;  relative  propor- 
tions and  position  of  objects. 
Sketch   whole  group   lightly. 

29.  Complete  drawing  of  group 
sketched  28th  lesson.  Group 
placed  in  position.  Errors  in 
proportion  and  appearance  cor- 
rected. Complete  drawing  with 
attention  to  rendering. 

30.  Draw  vegetable  form,  or 
Picture  Study :  "Wood  and  Cat- 
tle"— F.  Bonheur. 


31- 


32. 


Plant     Form     Drawing. — Blocking      33. 
in  large  leaf,  or 

Paint   vegetable   with    leaves    in 
water  color. 


Blocking    in    and    drawing    large 
leaf,  or 

Paint  vegetable  or  spray  in  wa- 
ter color. 


34- 


Blocking  in  and  drawing  large  leaf. 
Attention  to  rendering,  or 
Paint  spray  or  flower  in  water 
color. 

Draw  leaf  or  simple  spray,  or 

Paint  spray  or  flower  in  water 

color,  or 

Picture  Study  :  "  St.  Cecelia" — 

Raphael. 


GIRLS. 

Time  per  week  120  minutes,  to  be  divided  into  two  periods,  for  lessons  in  Con- 
struction, Applied  Design  and  Object  Drawing.  For  constructive  work  use  oak 
tag,  bogus  or  cartridge  paper,  gingham,  denim,  straw  board  or  other  available 
material. 

Two  Lessons  Each  Week. 

DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge :  of  Balance- 
equality  of  weights  or  consistency  of  attractions.  Rhythm — continuous  or  related 
movement.    Harmony — consistency  or  relationship  of  masses. 

Emphasize  the  proper  relation  of  the  decorating  mass  to  the  space  decorated, 
and  the  refinement  of  the  elements  of  the  mass. 


1.  Design    for    head    rest,    tea    cozy, 

book  bag  or  pin  cushion  cover. 
Make  sketches  of  unit  composed 
of  flower  parts,  or 
Draw  pattern  for  photo  folder, 
folding  picture  frame,  or  port- 
folio. 

2.  Continue  with   unit   for   design  on 

cloth,  or 

Complete  pattern  for  constructed 

form. 

3.  Complete  unit  for  design  on  cloth, 

or 

Complete  constructed  form. 

4.  Trace  design  on  cloth,  or 

Make  original  sketches  of  unit 
composed  of  flower  parts  for  de- 
sign for  form  made  3rd  lesson. 

5.  Practice    painting    and    commence 

painting  design  on  cloth,  or 
Continue  sketches    for    unit    for 
design  for  constructed  form. 

6.  Complete  painting  design  on  cloth, 
or 

Complete  unit  for  design  and 
trace  on  form  made  3rd  lesson. 


7.  Draw  pattern  for  portfolio,  photo 
folder,  folding  picture  frame,  or 
Paint  design  traced  6th  lesson. 


for 


con- 


8.  Continue    with    pattern 

structed  form,  or 

Make     sketches     composed     of 

flower     parts     for     design     for 

whisk  broom  holder,  pencil  case, 

needle  book,  head  rest,  book  bag, 

etc. 

9.  Complete  form  drawn  and  cut  8th 

lesson,  or 

Continue  with  unit  for  design 
for  whisk  broom  holder,  pencil 
case,  etc. 

10.  Design     for     constructed     form. 

Original  sketches  for  unit  com- 
posed of  flower  parts,  or 
Complete    unit    for    design    for 
whisk    broom    holder,    etc.,    and 
trace. 

11.  Complete  unit  for  design  for  form 

made  9th  lesson,  or 
Practice  painting  units   for   de- 
sign for  whisk  broom  holder,  etc. 

12.  Paint  designs. 


OB TECT  DRAWING— Aim  to  secure  in  drawings  of  gOOd  Size,  placing: 
and  accent,  the  representation  of  foreshortened  faces  as  these  appear  in  objects 
seen  at  different  levels  below  eye. 


Require  careful  Study  of  relative  size  and  position  of  objects  in  simple  groups. 
I'sc  rencil  measurements  to  test  proportions.  Test  direction  of  retreating  edges 
by  pencil  holdinf.     I'se  individual  models  wherever  possible. 

In  Plant  Form  and  other  object  drawing  seek  quality  of  line  expressive  of 
te.xture. 

Two  Lessons  Each  Week. 


13.  Draw  cylinder  below  eye,  or 

Picture  Study:  "Autumn"  — 
Mauve. 

14.  Draw  cylindrical  object,  below  eye, 

as  flower  pot. 

15.  Draw  cylindrical  object,  above  eye, 

as  lantern. 

i(».  Test  Drawing. — Cylindrical  object 
below  or  above  eye.  Develop- 
ment of  lesson  to  precede  draw- 
ing. 

17.  Draw  vegetable  form,  or 

Picture  Study:  "Boatmen  of 
Barcelona" — Baixeras. 

18.  Sketch  group,  as  bottle  and  vegeta- 

ble or  jar  and  water  cup. 
Note  size  and  placing.     General 
proportions ;     relative     propor- 
tions   and    position   of   objects. 
Sketch  whole  group  lightly. 

19.  Complete  drawing  of  group.  Group 

placed  in  position  and  studied. 
Errors  in  proportion  and  appear- 
ance corrected.  Complete  draw- 
ing— attention  to  rendering. 

20.  Draw  vegetable  form,  or 

Picture  Study :  "Return  of  the 
Mayflower" — Bayes. 

21.  Draw  square  prism,  edge  front. 

22.  Draw  square  prism,  turned  at  30^ 

and  60*'. 


23.  Draw  square  prism,  turned  at  un- 

equal angles. 

24.  Sketch    group,    square    prism    and 

water  cup,  or 

Cereal  box  and  cup  or  bowl. 
Note  size  and  placing.  General 
proportions  of  group,  relative 
proportions  and  pos.tion  of  ob- 
jects. Sketch  whole  group 
lightly. 

25.  Complete  drawing  of  group. 

Group  placed  in  position  and 
studied.  Errors  in  proportion  and 
appearance  corrected.  Complete 
drawing — attention  to  rendering, 
or 

Picture  Study :  "Wood  and  Cat- 
tle"— P.  Bonlieur. 

26.  Blocking  in  large  leaf,  or 

Paint    vegetable    with    leaves 
in  water  color. 

27.  Blocking  in  and  drawing  large  leaf, 
or 

Paint  vegetable  or  spray  in  water 
color. 

28.  Blocking  in  and  drawing  large  leaf. 

Attention  to  rendering,  or 

Paint  spray  or  flower  in  water 

color. 

29.  Draw  leaf  or  simple  spray,  or 

Paint  spray  or  flower  in  water 

color,  or 

Picture  Study:    "St   Cecelia"— 

Raphael. 


DESIGN. — Decorative  Arrangement. 


30.  Make  note  book  cover,  library  list 

cover  or  portfolio. 

31.  Decorative  arrangement,  for  design 

for  form  made  30th  lesson.  Free 
spotting,  flower  forms  or  ar- 
rangement of  sprav. 


32.  Complete  decorative  arrangement. 

33.  Trace  decorative  arrangement. 

34.  Practice  painting  and  paint  design. 


Suggested  Exercises  in  Drawing,  Constructive  Work  and    Design. 


GRADE  6A. 


BOYS. 

Total  time  per  week  90  minutes,  to  be  divided  into  two  periods  of  appropriate 
length  for  lessons  in  Working  Drawing,  Structural  and  Applied  Design  and 
Object  Drawing. 

WORKING  DRAWING.— Develop  and  emphasize  the  purpose  of  working 
drawings. 

Aim  to  secure  Clear  and  well  placed  free  hand  sketches,  followed  by  accurate 
mechanical  drawings,  carefully  lettered  and  dimensioned.  Insist  on  neatness  in 
execution. 

DESIGN.— In  STRUCTURAL  DESIGN  develop  law  of  Fitness  to  purpose— 
i.  e.,  that  use  determines  form  and  material,  and  that  desire  for  strength  and  beauty 
determines  proportions. 

Two   Lessons    Each   Week. 


1.  Teach  use  of  drawing  board.    Prac- 

tice exercises  in  ruling  horizon- 
tal, vertical  and  oblique  lines  with 
T  square  and  triangle. 

2.  Working  Drawing    (free  hand)— 

Pencil  tray.  Two  views,  full  size. 
Extension,  dimension  center  lines 
indicated  and  dimensions  marked. 

3.  Practice    free    hand    printing    and 

numbering. 

4.  Working   Drawing    (mechanical) — 

Pencil  tray,  from  sketches  made 
2d  lesson.  Extension  dimension 
lines,  etc.,  indicated.  Print  name 
and  title.  Vertical  dimensions 
should  be  turned  to  read  from 
bottom  of  page  toward  the  top. 

5.  Working   Drawing    (free   hand — 3 

views — 3rd  angle  drawing)  from 
model  furnished  by  Shop  In- 
structor or  from  Clock  Bracket 
or  other  model  furnished  by  Spe- 
cial Teacher.  Extension,  dimen- 
sion lines,  etc.,  indicated.  Use 
hard  pencil. 

Study  model  to  develop  princi- 
ples of  structural  design  (fitness 
of  model  to  purpose,  beauty  of 
proportion,  proper  relation  of 
parts,  etc.),  with  a  view  toward 
the  making  by  each  pupil  of  a 
model  showing  original  dimen- 
sions. 


6.  Each  pupil  will  plan  within  given 

limitations,  original  proportions 
for  his  model.  The  dimensions 
planned  may  be  marked  upon  the 
free  hand  working  drawing  made 
last  lesson.  If  necessary  a  new 
free  hand  drawing  will  be  made 
and  dimensioned. 

7.  Plan  original  modification  in  outline 

of  model  dimensioned  last  lesson. 
Make  several  sketches. 

8.  Each  pupil  will  draw,  full  size,  such 

part  of  the  model  as  is  modified 
in  outline.  This  drawing  is  to 
be  followed  in  shop  or  class- 
room in  the  construction  of  the 
original  form. 

9.  Working    Drawing     (mechanical) 

of  model  designed  6th  lesson. 
Position  of  drawing  on  paper  to 
be  decided  by  pupil.  Three  views 
lightly  drawn  showing  parts  of 
model,  without  modified  outline. 

ID.  Make  careful  drawing  of  such  part 
of  the  model  as  is  modified  in 
outline.  Cut  this  out  and  use  as 
template  in  completing  working- 
drawing.  Extension,  dimension 
lines,  etc.,  indicated,  and  dimen- 
sions marked.  Print  name  and 
title. 


Issued  Feb.  1903. 


Dept.  of  Education,  N.  Y.  C. 


DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge:  of  Balance 
-equalized  weights  <.r  consistency  of  attractions.  Rhythm— contiiuious  or  re- 
lated movement,    Harmony— consistency  or  relationship  of  masses. 

lunphasize  the  proper  relation  of  the  decorating  mass  to  the  space  deco- 
rated, and  the  refinement  of  the  elements  of  the  mass. 

Two  Lessons  Each  Week. 


1 1. 


12. 

»3- 


14. 


Design  for  constructed  form.  Orig- 
inal sketches,  conventionalized 
flower  or  flower  and  leaf,  for  de- 
sign for  constructed  form. 

Continue  sketches  for  desig^n. 

Complete  design  for  constructed 
form. 

Trace  on  paper  design  for  con- 
structed form.  Make  two  trac- 
ings, one  to  be  painted,  the  other 
to  use  in  tracing  design  on  wood. 


15.  Practice    painting    flat    washes    of 

grayed  colors,  suitable  for  stain- 
ing wood,  as  illustrated  on  color 
chart.  Paint  background  of  de- 
sign. 

16.  Practice  painting  units  for  design 

in  colors,  showing  harmonious 
relations  with  background  color. 

17.  Paint  desig^. 


OBJECT  DRAWING.— Aim  to  secure  correct  foreshortening  and  accent 
in  drawings  of  familiar  cylindrical  and  prismatic  objects.  Require  careful  study 
i.t  relative  size  an  :  position  of  objects  in  simple  groups,  and  tests  by  pencil 
holdlni:  .111(1  pencil  measurement  of  directions  and  proportions. 

In  all  drawings  seek  quality  of  line  expressive  of  texture. 

Two  Lessons  Each  Week. 


18.  Draw  cylinder  capped  by   smaller 

cylindrical      plinth      (made     of 
paper),  below  eye,  or 
Picture  Study:  "The  Balloon" — 
Dupre. 

19.  Sketch  group,  cylindrical  object,  as 

•"■  ■  r  bottle,  below  eye,  and  vege- 
Decide  on  general  propor- 
ii<>u>  of  group;  on  placing  of 
drawing  on  paper ;  on  relative 
proportions,  and  position  of  ob- 
jects.   Sketch  lightly  each  object. 

20.  Complete     drawing     of     group 

sketched  17th  lesson. 
Group  placed  in  position  and 
studied.  Errors  in  proportion 
and  apjxjarance  corrected.  Com- 
plete drawing — attention  to  ren- 
dering. , 

21.  Test  Drawing. — Group,  cylindrical 

object  and  vegetable.  Develop- 
ment of  lesson  to  precede  draw- 
ing- 

22.  Draw  vegetable  form,  or 

Picture  Study :  "Lost" — Schenck. 

2^.  Draw  square  prism,  on  side,  turned 
at  30°  and  60°. 


24.  Draw  square  prism,  on  side,  turned 
at  unequal  angles. 

2=).  Test  Drawing.  —  Square  prism 
turned  at  unequal  angles.  De- 
velopment of  lesson  to  precede 
drawing. 


26. 


28 


Draw   vegetable   form,   or 

Picture  Stuily :  "Columbus  at  the 
Court  of  Spain" — Von  Brozik. 

Book  or  box  turned  .■.t  v.nequal 
angles.  Make  several  quick 
sketches. 


Sketch  book  or  box  turned  at  un- 
equal angles.  General  propor- 
tions ;  position  on  paper ;  relative 
proportions.  Sketch  object 
lightly. 

29.  Complete  drawing  of  book  or  box, 
or 

Picture  Study:  "The Edge  of  the 
Woods" — Rousseau. 

30.  Test    Drawing.  —  Book    or    box, 

turned  at  unequal  angles.  De- 
velopment of  lesson  to  precede 
drawing. 


31.  Blocking  in  leaf  with  turned  edges,  33.  Blocking  in  and  drawing  leaf  with 

or  turned  edges,  or 

Paint   vegetable   with    leaves    in  ^^^"^  spray  or  flower  in  water 

water  color.  color. 

Z2.  Blocking  in  leaf  with  turned  edges.  ^^-  ^rawleaf  or  simple  spray,  or 

^      ^                                        *=  Paint  spray  or  flower  in  wz 

color,  or 

Paint  vegetable  or  spray  in  water  Picture  Study :   "Moses,  Joshua, 

color.  Elijah"— Sargent. 


or 


,'ater 


GIRLS. 

Total  time  per  week  120  minutes,  to  be  divided  into  two  periods  of  appro- 
priate length,  for  lessons  in  Object  Drawing  and  Constructive  Work  with  Applied 
Design.  For  constructive  work  use  oak  tag,  bogus  or  cartridge  paper,  gingham, 
denim,  straw  board  or  other  available  material. 

DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge:  of  Balance- 
equalized  weights  or  consistency  of  attractions,  Rhythm  —  continuous  or  related 
movement,  Harmony — consistency  or  relationship  of  masses. 

Emphasize  the  proper  relation  of  the  decorating  mass  to  the  space  decorated, 
and  the  refinement  of  the  elements  of  the  mass. 

Two  Lessons  Each  Week. 


1.  Design  for  collar,  pin  cushion  cover, 

work  bag,  head  rest,  table  mat. 
Original  sketches,   conventional- 
ized flower  form,  or 
Draw  pattern  for  picture  frame, 
scrap  book  or  portfolio. 

2.  Continue  with  unit   for  design  on 

cloth,  or 

Continue  with  pattern  for  con- 
structed form. 

3.  Complete  unit  for  design  on  cloth, 
or 

Complete  constructed  form. 

4.  Trace  design  on  cloth,  or 

Original  sketches,  conventional- 
ized flower  form,  for  design  for 
constructed  form. 

5.  Practice    painting    and    commence 

painting  design  on  cloth,  or 
Continue  with  sketches  for  unit 
for  design  for  constructed  form. 

6.  Complete  painting  design  on  cloth, 
or 


Complete  unit  for  constructed 
form  and  trace  design. 

7.  Draw  pattern  for  scrap  book,  port- 

folio, picture  frame,  or 
Paint     design     on     constructed 
form.     Grayed  colors  illustrated 
on  color  chart. 

8.  Continue  with  pattern  for  construct- 

ed form,  or 

Design  for  work  bag,  book  bag, 
portfolio.  Make  original  sketches, 
conventionalized  flower  form. 

9.  Complete  form  of  8th  lesson,  or 

Continue  with  unit  for  design  on 
cloth. 

10.  Design  for  constructed  form.  Origi- 

nal sketches,  conventionalized 
flower  form,  or 

Complete    unit    for    design    on 
-    cloth. 

11.  Complete  unit  for  design  for  con- 

structed form,  and  trace,  or 
Trace  design  on  cloth. 

12.  Paint  designs:  grayed  colors  illus- 

trated on  color  chart. 


OBJECT  DRAWING.— Aim  to  secure  correct  foreshortening:  and  Accent 
in  (Irawinjjs  of  familiar  cyliiulrical  and  prismatic  objects.  Require  careful  study 
of  relative  size  ami  position  of  objects  in  simple  groups,  and  tests  by  pencil 
holding  and  pencil  measurements  of  directions  and  proportions. 

In  all  drawings  seek  quality  of  line  expressive  of  texture. 

Two  Lessons  Each  Week. 


13.  Object    Drawing. — Draw    cylinder 

capped    by    smaller    cylindrical 

plinth    (made   of   paper)    below 

eye,  or 

Picture  Study :  "The  Balloon" — 

Dupre. 

14.  >kctch  group,  cylindrical  oliject,  as 

jar  or  Ix^ttle,  below  eye,  and  vege- 
table. 

N(.>te  size  and  placing;  general 
proportions ;  relative  proportions 
and  position  of  objects.  Sketch 
whole  group  lightly. 

15.  Complete  drawing  of  group.    Group 

placed  in  position.  Errors  in  pro- 
portion and  appearance  corrected. 
Complete  drawing  with  attention 
to  rendering. 

10.  lest  Drawing. — Group,  cylindrical 
object  and  vegetable.  Develop- 
ment of  lesson  to  precede  draw- 
ing. 

17.  Draw  vegetable  form,  or 

Picture  Study :  "Lost" — Schenck. 

18.  Draw  square  prism  on  side,  turned 

at  30°  and  60°.  Make  several 
quick  sketches  of  solid  turned  at 
different  angles. 

19.  Draw  scjuare  prism,  on  side,  at  un- 

equal angles. 

20.  Test    Drawing.  —  Square     prism, 

turned  at  unequal  angles.  De- 
velopment of  lesson  to  precede 
drawing. 


21.  Draw  vegetable  fonn,  or 

Picture  Study :  "Columbus  at  the 
Court  of  Spain" — Von  Brozik. 

22.  Book  or  box,  turned  at  30°  and  60°. 

Make  several  quick  sketches  of 
object  at  different  angles. 

23.  Sketch  book  or  box  turned  at  un- 

equal angles. 

24.  Complete  drawing  of  book  or  box. 

Pest  Drawing.  —  Book  or  box 
turned  at  unequal  angles.  De- 
velopment of  lesson  to  precede 
drawing ;  or 

Picture  Study  :  "The  Edge  of  the 
Woods" — Rousseau. 


-0 


26. 


Plant  Form  Drawling 


Blocking  in 
leaf  wnth  turned  edges,  or 
Paint  vegetable  with  leaves    in 
water  color. 

27.  Blocking  in  and  drawing  leaf  with 

turned  edges,  or 

Paint  vegetable  or  spray  in  water 

color. 

28.  Blocking  in   and  drawing  leaf,  or 

simple  spray,  or 

Paint  spray  or  flow-er  in  water 

color, 

29.  Draw  leaf  or  simple  spray,  or 

Paint  spray  or  flower  in  water 
color,  or 

Picture  Study:  "Moses,  Joshua, 
Eli  j  ah' ' — Sargent. 


Desig^. — Decorative  Arrangement. 


30.  Design  for  initial  letter,  tail  piece, 
note  book  cover,  composition  or 
library  list  cover.  Decorative  ar- 
rangement, spray  of  leaves.  Make 
sketches. 


32.  Trace  design. 

33.  Practice  painting  for  design.  Grayed 

colors,  illustrated  on  color  chart. 


31.  Complete  decorative  arrangement.        34.  Paint  design 


Suggested  Exercises  in  Drawing,  Constructive  Work  and    Design. 

GRADE  6B. 
BOYS. 

Total  time  per  week  90  minutes,  to  be  divided  into  two  periods  of  appro- 
priate length,  for  lessons  in  Working  Drawing,  Structural  and  Applied  Design 
and  Object  Drawing. 

WORKING  DRAWING. — Develop  and  emphasize  the  purpose  of  working 
drawings. 

Aim  to  secure  Clear  and  well  placed  free  hand  sketches,  followed  by  accurate 
mechanical  drawings,  carefully  lettered  and  dimensioned.  Insist  on  neatness 
in  execution. 

DESIGN.— In  STRUCTURAL  DESIGN  develop  law  of  Fitness  to  purpose 

— /.    e.,    that  use  determines   form   and   material,   and   that   desire   for   strength 
and  beauty  determines  proportions. 

Two  Lessons  Each  Week. 


1.  Working    Drawing     (free    hand). 

End  mortise  joint.  Two  views, 
half  size.  Extension,  dimension, 
lines,  etc. 

2.  Working    Drawing     (mechanical). 

End  mortise  joint.  From 
sketches  made  ist  lesson.  Ver- 
tical dimensions  should  be  turned 
to  read  from  bottom  of  page  to- 
ward the  top. 

3.  Practice   free    hand    printing    and 

numbering.  Print  name  and 
title  on  working  drawing. 

4.  Working  Drawing  (free  hand — 3rd 

angle,  3  views).  From  model 
furnished  by  Shop  Instructor,  or 
from  Ink  Stand  or  other  model 
furnished  by  Special  Teacher. 
■  Extension,  dimension  lines,  etc., 
indicated.  Use  hard  pencils. 
Study  of  model  to  develop  the 
principles  of  structural  design 
(fitness  of  model  to  purpose; 
beauty  in  proportion,  proper  re- 
lation of  parts),  with  a  view  to 
the  making  by  each  pupil  of  a 
model  showiiog  original  dimen- 
sions. 

5.  Each  pupil  will  plan  within  given 

limitations    original   proportions 


for  his  model.  The  dimensions 
planned  may  be  marked  upon 
the  free  hand  working  drawing 
made  last  lesson.  If  necessary  a 
new  free  hand  drawing  will  be 
made  and  dimensioned. 

Plan  original  modifications  in  out- 
line of  model  dimensioned  last 
lesson.     Make  "several   sketches. 

Each  pupil  will  draw  full  size  such 
part  of  the  model  as  is  modified 
in  outline.  This  drawing  is  to 
be  followed  in  shop  or  class  room 
in  the  construction  of  the  original 
form. 

Working  Drawing  (mechanical)  of 
original  model  from  sketches 
made  6th  lesson.  Position  of 
drawing  on  paper  to  be  decided 
by  pupil.  Three  views,  lightly 
drawn,  showing  parts  of  original 
model,  without  modified  outline. 
Practice  printing  name  and  title. 

Make  careful  drawings  of  parts 
showing  modified  outline,  cut 
these  out  and  use  as  templates  in 
completing  working  drawing. 
Extension,  dimension  lines,  etc. 
Print  name  and  title. 


DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge:  of  Balance 
—equalized  weights  or  consistency  of  attractions,  Rhythm— continuous  or  re- 
lated movement,    Harmony— consistency  or  relationship  of  masses. 


Issued  Feb.  1903. 


Dept,  of  Etiucation,  N.  Y.  C. 


l-:,Hi.liasi/e  in.-  i.roi.cr  relation  of  the  decorating  mass  to  the  space  decorated, 
and  the  refinement  of  the  elements  of  the  mass. 

Two  Lessons  Each  Week. 


10. 


II. 

12. 

13- 
14 


Design  for  constructed  fonn. 
Sketches,  original  units  from 
flower  or  from  leaf  and  flower. 

Continue  with  sketclies  for  design 
for  constructed  form. 

Continue  with  sketches  for  design. 

Complete  design  for  constructed 
form. 

Trace  on  pajHir  design  for  con- 
structed form. 

Make  two  tracings.     One  to  be 
painted,  the  other  to  be  used  in 


15- 


i6. 


tracing    design    on    constructed 
form. 

Practice    painting    flat    washes    of 
grayed  colors  suitable  for  stain- 
ing wood,  as  illustrated  on  color 
chart,  and 
Paint  background  of  design. 

Practice  painting  units  for  desigfn 
in  colors  showing  harmonious 
relations  with  background  color. 


17.  Complete  painting  design. 


OBJECT  DRAWING.— Aim  to  secure  correct  foreshortening  and  accent 
in  drawings  of  familiar  cylindrical  and  prismatic  objects,  vegetable  and  leaf 
forms.  Require  careful  study  of  relative  size  and  position  of  objects  in  simple 
groups;  and  tests  by  pencil  holding  and  pencil  measurements  of  directions  and 
proj>ortions.     I'sc  individual  iiiotlcls  wherever  possible. 

In  all  drawings  seek  quality  of  line  expressive  of  texture. 


Two  Lessons  Each  Week. 


18.  Draw   cylindrical  object,  below   or 

alxjve  eye,  or 

Picture  Study:  "Morning  in  Al- 
sace"— Marchal. 

19.  Sketch  group,  as  jar  and  water  cup. 

Note  size  and  placing.  General 
proportions  of  group.  Relative 
pro|K)rtions  and  position  of  ob- 
jects. Sketch  whole  group  lightly. 

20.  Complete  draw  ing  of  group  sketched 

17th  lesson. 

Group  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Com- 
plete dr.iw  iiiL'  ;ittfnfi(  III  to  ren- 
dering. 

21.  Test   Drawing.     Liroup.  c_\lmdncal 

object  and  cup  or  vegetable.  De- 
velopment of  lesson  to  precede 
drawing. 

22.  Draw  vegetable  form,  or 

Picture  Study:  "Reading  from 
Homer" — Alma  Tadema. 

23.  Sketcli  two  books  turned,  or  straw- 

berry box  turned. 
Note  size  and  placing.     General 
proportions ;  relative  proportions. 
Sketch  group  or  object  lightly. 


24.  Complete    drawing    sketched    23rd 

lesson,  or 

Proceed  as  in  lesson  20,  or 
Picture     Study:     "John     Alden 
and  Priscilla" — Boughton. 

25.  Triangular    prism,    horizontal    and 

turned.  Make  several  quick 
sketches  of  the  model  turned  at 
different  angles. 

26.  Draw   triangular  prism,   horizontal 

and  turned. 

27.  Test  Drawing. — Triangular    prism, 

horizontal  and  turned.  Develop- 
ment of  lesson  to  precede  draw- 
ing. 

28.  Sketch  book,  partly  open,  standing 

on  long  edges,   turned  like   tri- 
angular prism. 
Proceed  as  in  lesson  19. 

29.  Complete  dra\ying  of  book,  sketched 

last  lesson. 

30.  Draw  vegetable,  foreshortened,  or 

Picture  Study :  "Harlem  River- 
Evening" — Parton. 

31.  Plant  Form  Drawing. — Blocking  in 

foreshortened  leaf,  or 

Paint  vegetable   with   leaves    in 

water  color. 


32.  Blocking  in  foreshortened  leaf,  or 

Paint  vegetable  or  spray  in  water 
color. 

33.  Blocking  in  and  drawing  foreshort- 

ened leaf.     Attention  to  render- 
ing, or 


Paint  spray  or  flower  in  water 
color. 

34.  Blocking   in   and   drawing   leaf   or 
simple  spray,  or 

Picture  Study :  "Delphic  Oracle" 
— Michael  Angelo. 


GIRLS, 


Total  time  per  week  90  minutes,  to  be  divided  into  two  periods  of  appro- 
priate length,  for  lessons  in  Object  Drawing,  and  Constructive  Work  with 
Applied  Design.  For  constructive  work  use  oak  tag,  bogus  or  cartridge  paper, 
gingham,  denim,  straw  board  or  other  available  material. 

DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge:  of  Balance 
— equalized  weights  or  consistency  of  attractions,  Rhythm — continuous  or 
related  movement.    Harmony — consistency  or  relationship  of  mass. 

Emphasize  the  proper  relation  of  the  decorating  mass  to  the  space  deco- 
rated, and  the  refinement  of  the  elements  of  the  mass. 

Two  Lessons  Each  Week. 


1.  Design  for  collar,  table  mat,  bureau 

scarf  or  cushion  cover.  Original 
sketches,  conventionalized  unit, 
from  flower,  or  from  leaf  and 
flower,  or 

Draw  pattern  for  book,  work  bas- 
ket or  portfolio. 

2.  Continue   sketches   for   convention- 

alized unit,  or 

Continue  pattern  for  constructed 

form. 

3.  Complete  conventionalized  unit  for 

design  on  cloth,  or 
Complete  constructed  form. 

4.  Trace  design  on  cloth,  or 

Make  original  sketches,  conven- 
tionalized unit,  from  flower,  or 
leaf  and  flower,  for  design  for 
form  completed  3rd  lesson. 

5.  Practice    painting    and    commence 

painting  design  on  cloth,  or 
Continue    sketches    for    conven- 
tionalized   unit    for    design    for 
constructed  form. 

6.  Complete  painting  design  on  cloth,      12. 

or 

Complete    unit    for    constructed 

form  and  trace. 


7.  Draw  pattern  for  book,  work  basket, 
portfolio,  etc.,  or 
Paint     design     on     constructed 
form.     Grayed  colors,  illustrated 
on  color  chart. 

8.  Continue  with  pattern  for  con- 
structed form  or 
Design  for  table  mat,  bureau 
scarf,  portfolio.  Make  original 
sketches,  conventionalized  unit 
from  flower,  or  leaf  and  flower. 

9.  Complete  form  of  8tli  lesson,  or 
Continue    sketches    for    conven- 
tionalized unit. 

10.  Design  for  form  made  9th  lesson. 
Original  sketches,  conventional- 
ized unit,  from  flower  or  from 
leaf  and  flower,  or 
Complete  unit  for  design  on  cloth 
and  trace. 

Complete  unit  for  design  for  con- 
structed form,  and  trace,  or 
Practice  painting  and  commence 
painting  design  on  cloth.   Grayed 
colors,  illustrated  on  color  chart. 

Paint  design  on  constructed  form, 

or 

Complete     painting     design     on 
cloth. 


II. 


OBJECT  DRAWING— Aim  to  secure  correct  foreshortening:  and   accent 

in   drawings   of   familiar   cylindrical   and   prismatic   objects,    vegetable   and    leaf 
forms.     Require  careful  study  of  relative  size  and  position  of  objects  in  simple 


groups;  and  tests  by  pencil  holding:  ;incl  pencil  measurements   of  directions  and 
proportions.     Use  individual   models  wherever  possible. 

In  all  drawings  seek  quality  Of  line  expressive  of  texture. 

Two  Lessons  Each  Week. 


13.  Object  Drawing. — Draw  cylindrical 

object,  below  or  above  eye,  or 
Picture  Study:  "Morning  in  Al- 
sace"— Marchal. 

14.  Sketch  group,  as  jar  and  water  cup. 

Note  size  and  placing.  General 
proportions  of  wiiolc  group;  rel- 
ative proportions  and  position  of 
objects.  Sk(  tell  whole  tjroup 
lightly. 

15.  Complete  drawing  ot  group  sketched 

last  lesson.  Groups  placed  and 
studied.  Errors  in  proportion, 
appearance  and  placing  of  objects 
corrected.  Drawing  completed 
with  attention  to  rendering. 

16.  Test   Drawing. — Group   cylindrical 

object  and  cup  or  vegetable.  De- 
velopment of  lesson  to  precede 
drawing. 

17.  Draw  vegetable  form,  or 

Picture  Study:  "Reading  from 
Homer" — Alma  Tadema. 

18.  Sketch  two  books  turned,  or  straw- 

berry box  turned. 
Note  size  and  placing.     General 
proportion  and   relative  propor- 
tions.    Sketch  lightly. 

ly.  Complete    drawing    sketched    iSth 
lesson. 

Objects  present  and  studied. 
Errors  in  proportion  and  appear- 
ance corrected.  Drawing  com- 
pleted with  attention  to  rendering. 

20.  Draw  foreshortened  vegetable,  or 

Picture  Study:  "John  Alden  and 
Priscilla" — Boughton. 

21.  Triang^ilar    prism,    horizontal    and 

turned.       Make     several     quick 


.V'- 


3» 


sketches  of  model  turned  at  dif- 
ferent angles. 

22.  Draw  triangular  prism,  horizontal 
and  turned. 

2^.  Test  Drawing. — Triangular  prism, 
horizontal  and  turned.  Develop- 
ment of  lesson  to  precede  draw- 
ing. 

24.  Sketch  book,  partly  open  standing 

on  long  edges,  turned  like  tri- 
angular prism. 

Note  size  and  placing.  General 
proportions ;  relative  proportions. 
Sketch  object  lightly. 

25.  Complete  drawing  of  book  sketched 

last  lesson. 

Object  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Com- 
plete drawmg  with  attention  to 
rendering,  or 

Picture  Study :  "Harlem  River — 
Evening" — Parton. 

26.  Plant  Form  Drawing. — Blocking  in 

foreshortened  leaf,  or 

Paint   vegetable   with   leaves    in 

water  color. 

2j.  Blocking  in  foreshortened  leaf,  or 

Paint  vegetable  or  spray  in  water 
color. 

28.  Blocking  in  and  drawing  foreshort- 

ened leaf.  Attention  to  render- 
ing, or 

Paint  spray  or  flower  in  water 
color. 

29.  Blocking    in    and    drawing    simple 

spray,  or 

Picture  Study  :  "Delphic  Oracle" 

— Michael  Angelo. 


Design. — Decorative  Arrangement. 


1  'csign.  lur  cu_k  book  cover,  menu 
card  or  note  hook  cover.     Deco- 
•inent,    spray    of 
ketche?. 

Continue  sketches  for  decorative  ar- 
rangciv- "' 


32.  Trace  decorative  arrangement. 

33.  Practice      painting      for      design. 

Grayed  colors,  illustrated  on  col- 
or chart. 

34.  Paint  designs. 


Suggested  Exercises  in  Drawing,  Constructive  Work  and    Design. 

GRADE    7A. 
BOYS. 

Total  time  per  week  90  minutes,  to  be  divided  into  two  periods  of  appro- 
priate length  for  lessons  in  Object  Drawing,  Working  Drawing,  Structural 
and  Applied  Design. 

WORKING  DRAWING.— Develop  and  emphasize  the  purpose  of  work- 
ing drawings. 

Aim  to  secure  Clear  and  well  placed  free  hand  skctclics.  followed  by  accu- 
rate mechanical  drawings,  carefully  lettered  and  dimensioned.  Insist  on  neatness 
in  execution. 

STRUCTURAL  DESIGN. — Aim  to  develop  law  of  Fitness   to   purpose— 

t.  e.,  that  use  determines  form  and  material,  and  that  desire  for  strength  and  bcautv 
determines  proportions. 

Two  Lessons  Each  Week. 


1.  Working  Drawing  (free  hand  ;  three 

views,  3rd  angle),  from  model 
furnished  by  Shop  Instructor,  or 
from  Box  with  cover,  or  other 
model  furnished  by  Special 
Teacher.  Extension,  dimension 
lines,  etc.,  indicated.  Use  hard 
pencils. 

Study  of  model  to  develop  prin- 
ciples of  structural  design  (fit- 
ness of  model  to  purpose ;  beauty 
in  proportion,  proper  relation  of 
parts)  with  a  view  toward  the 
making,  by  each  pupil,  of  a  mo- 
del showing  original  dimensions. 

2.  Each  pupil  will  plan,  within  given 

limitations,  original  proportions 
for  his  model. 

The  dimensions  planned  may  be 
marked  upon  the  free  hand  work- 
ing drawing  made  last  lesson.  If 
necessary  a  new  free  hand  draw- 
ing will  be  made  and  dimen- 
sioned. Vertical  dimensions 
should  be  turned  to  read  from 
bottom  of  page  toward  the  top. 

3.  Plan  original  modifications  in  out- 

line of  model  dimensioned  last 
lesson.     Make    several    sketches, 


or 


Complete     free 
drawine:  of  Box. 


hand     working 


4.  Each  pupil  will  draw,  full  size,  such 

])art  of  model  as  is  modified  in 
outline. 

This  drawing  is  to  be  followed 
in  shop  or  class  room  in  the  con- 
struction of  the  original  form. 
In  classes  where  Box  has  been 
designed:  practice  in  free  hand 
printing  and  numbering. 

5.  Working  Drawing  (mechanical)  of 

original  model  from  free  hand 
working  drawing.  Position  of 
views  on  paper,  decided  by  each 
pupil. 

6.  Continue  working  drawing  of  origi- 

nal model.  Three  views  drawn 
showing  parts  without  modified 
outline. 

7.  Continue  working  drawing.     ]\Iake 

careful  drawings  of  such  parts  as 
show  modified  outlines.  Cut 
these  out  to  use  as  templates  in 
completing  working  drawing. 

8.  Practice  in  free  hand  printing  and 

numbering.  Practice  also  print- 
ing name  of  pupil  and  title  of 
drawing. 

9.  Complete  working  drawing.     Trace 

parts  showing  modified  outlines. 
Dimension  and  letter  drawings. 


Issued  Feb.  1903. 


Uept.  of  Education,  N.  Y.  C. 


In  APPLIED  DESIGN  aim  to  develop  knowledge:  of  Balance— equalized 
weights  or  consistency  of  attractions,  Rhythm— continuous  or  related  move- 
ment. Harmony— consistency  or  relationship  of  masses. 

Emphasize  the  proper  relation  ».f  the  decorating  mass  to  the  space  decorated, 
and  the  refinement  of  the  elements  of  the  mass. 

Two  Lessons  Each  Week. 


10.  Design      for      constructed      form. 

Original  sketches,  conventional- 
izcil  unit  from  leaf  and  flower. 

11.  Continue  sketches  for  design. 

12.  Continue  sketches  for  design. 

13.  Conii)lele    design    for    constructed 

form. 

14.  Make  two  tracings  of  design.     One 

of  these  is  to  be  painted,  the  other 


16. 


to  be  used  in  tracing  design  on 
constructed  form. 

Practice  painting  flat  washes  of  col- 
or, suitable  for  staining  wood,  as 
illustrated  on  color  chart.  Paint 
background  of  design. 

Practice  painting  units  for  design 
in  colors  showing  harmonious  re- 
lations with  background  color. 

Complete  painting  design. 


OBJECT  DRAWING.— Aim  to  secure  correct  foreshortening  and  accent 
in  drawings  of  familiar  cylindrical  and  conical  objects,  vegetable  and  leaf  forms 
in  various  positions.  Require  careful  study  of  relative  Size  and  position  of 
objects  in  simple  groups;  and  tests  by  pencil  holding  and  pencil  measurements 
ot  directions  and  proportions.     Use  individual    models   wherever  possible. 

In  all  drawings  seek  quality  Of  line  expressive  of  texture. 

Two  Lessons  Each  Week. 


18.  Object    Drawing, — Study    cylinder 

on  side,  turned  in  different  posi- 
tions.    Sketch  axes  and  appear- 
ance of  end  only,  or 
Picture  Study :  "Shepherdess" — 
Le  Rolle. 

19.  Draw     cylinder,     horizontal      and 

turned.  Make  several  sketches 
of  model  turned  at  different 
angles. 

20.  Draw     cylinder,      horizontal      and 

turned. 

21.  Test  Drawing. — Cylinder,  horizon- 

tal and  turned.  Development  of 
lesson  to  precede  drawing. 

22.  Draw    foreshortened    vegetable,    or 

strawljcrry  box  turned,  or 
Group  cylinder  standing  and  cyl- 
inder lying  and  turned,  or 
Picture  Study  :  "Aurora" — Reni. 
2^.  Sketch    group.     Cylindrical    object 
on  side,  turned,  and  vegetable. 
Note  size  and  placing.     General 
proportions    of    group ;    relative 
proportions  and  position  of  ob- 
jects.     Sketch      whole      g^oup 
lightly. 


24.  Complete  drawing  of  group  sketched 

2 1  St  lesson. 

Groups  placed  and  studied.  Er- 
rors in  proportion  and  appear- 
ance of  objects  corrected.  Draw- 
ing completed  with  attention  to 
rendering. 

25.  Cone  on  side,  turned,  base  visible. 

Make  several  sketches  of  model 
turned  at  different  angles. 

26.  Draw  cone,  on  side,  turned. 

2j.  Test     Drawing. — Cone,     on     side, 
turned.     Development  of  lesson 
to  precede  drawing,  or 
Picture  Study:  "Joan  of  Arc" — 
Le  Page. 

28.  Sketch  conical  object,  as  funnel,  on 

side,  turned. 

Proceed  as  in  lesson  23, 

29.  Complete  drawing  of  object  sketched 

last  lesson.     Attention  to  render- 
ing. 
Proceed  as  in  lesson  24. 

30.  Draw  vegetable  form,  or 

Picture  Study:  "Autumn  Oaks" 
— Inness. 


31.  Plant  Form  Drawing. — Blocking  in 

and  drawing  simple  spray,  or 
Paint  vegetable  or  spray  in  water 
color. 

32.  Draw  simple  spray,  or 

Paint  spray  or  flower  in   water 
color. 

33.  Draw  simple  spray, 
or 


Paint  spray  or  flower  in  water 
color. 

34.  Draw  simple  spray, 
or 

Paint  spray  or  flower  in  water 
color,  or 

Picture  Study :   "The  Angelus" 

—Millet. 


GIRLS. 

Total  time  per  week  90  minutes,  to  be  divided  into  two  periods  of  appro- 
priate length  for  lessons  in  Object  Drawing  and  Constructive  Work  with  Ap- 
plied Design.  For  constructive  work  use  oak  tag,  bogus  or  cartridge  paper, 
gingham,   denim,   straw   board   or   other  available   material. 

DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge :  of  Balance 
— equality  of  weights  or  consistency  of  attractions,  Rhythm — continuous  or 
related  movement,    Harmony — consistency  or  relationship  of  masses. 

Emphasize  the  proper  relation  of  the  decorating  mass  to  the  space  deco- 
rated, and  the  refinement  of  the  elements  of  the  mass. 

Two  Lessons  Each  Week. 


1.  Design  for  tray  cloth,  table  cloth, 

cushion     cover,     etc.       Original 
sketches,    conventionalized    unit 
from  flower  and  leaf,  or 
Draw  pattern  for  waste  basket, 
or  portfolio. 

2.  Continue    sketches    for    design    on 

cloth,  or 

Continue  with  form  to  be  con- 
structed. 

3.  Complete  unit  for  design  on  cloth, 
or 

Complete  constructed  form. 

4.  Trace  design  on  cloth,  or 

Design  for  constructed  form — 
original  sketches,  conventional- 
ized unit  from  leaf  and  flower. 

5.  Practice  painting  grayed  colors,  il- 

lustrated on  color  chart,  and 
commence  painting  design  on 
cloth,  or 

Continue  with  sketches  for  de- 
signs for  form  completed  4th 
lesson. 

6.  Continue  painting  design  on  cloth. 


or 


Complete  design  for  constructed 
form  and  trace. 


7.  Complete  painting  design  on  cloth, 
or 

Paint  design  on  constructed 
form. 

8.  Draw    pattern    for    waste    basket, 

work  basket,  portfolio,  collar 
box,  or 

Design  for  table  mat,  bureau 
scarf,  cushion  cover,  tray  cloth : 
original  sketches,  conventional- 
ized unit,  from  leaf  and  flower. 

9.  Complete    design    for    constructed 

form,  or 

Continue  sketches  for  design  on 

cloth. 

10.  Design  for  constructed  form :  make 

original  sketches,  conventional- 
ized unit  from  leaf  and  flower,  or 
Complete  unit  for  design  on  cloth. 

11.  Complete    design    for    constructed 

form,  and  trace,  or 
Trace  design  on  cloth. 

12.  Practice    painting    and    commence 

painting  designs  on  constructed 
forms  or  on  cloth. 

13.  Complete  painting  designs  on  con- 

structed forms  or  on  cloth. 


OBJECT  DRAWING.— Aim  to  secure  correct  foreshortening  and  accent 
in  drawing's  of  familiar  cylindrical  and  conical  objcci"^,  vo^vlablc  and  leaf  forms 
in  various  positions.  Require  careful  study  of  relative  size  and  position  of 
objects  in  .simple  groups;  and  tes'.s  by  pencil  holding:  and  pencil  measurements 
of  directions  and  proiiortions.     I'm'  individual  models  who  rover  possible. 

In  all  drawings  seek  quality  of  line  expressive  of  texture. 

Two  Lessons  Each  Week. 


14.  Object    Drawing. — Study    cylinder, 

on  side,  turned  in  ditYerent  posi- 
tions. 

Sketch  axes  and  appearance  of 
end  only,  or 

Picture  St"'lv  •  "Sliopherdess" — 
Le  Rolle. 

15.  Draw      cylinder,      horizontal      and 

turned. 

16.  Draw      cylinder,      horizontal      and 

turned  in  dift'erent  position. 

17.  Test   Drawing. — Cylinder,  horizon- 

tal and  turned. 

iS.   Draw    foreshortened    vegetable,    or 
strawlx'rry  box.  turned,  or 
('iroup,  cylinder  standing  and  cyl- 
inder horizontal  and  turned,  or 
Picture  Study:  "Aurora" — Reni. 

19.  Sketch  group,  cylindrical  object  on 

side.  turned,  and  vegetable. 
.Note  size  and  placing.  General 
proportions  of  gronp ;  relative 
proportions  and  position  of  ob- 
jects. Sketch  whole  group 
lightly. 

20.  Complete  drawing  of  group  sketched 

19th  lesson. 

Groups  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Com- 
plete drawing  witli  attention  to 
rendering. 

21.  Draw  foreshortened  vegetable,  or 

Group,  cylindrical  object,  on  side, 
aiul  vegetable,  or 
Picture  Study:  "Joan  of  Arc" — 
Le  Page. 


22.  Cone,  on  side,  base  visible.     Make 

several  quick  sketches  of  model, 
turned  at  dififerent  angles. 

23.  Draw  cone  on  side,  base  visible. 


24. 


Test  Drawing. — Cone  on  side, 
turned.  Development  of  lesson 
to  precede  drawing. 

25.  Sketch  conical  object  as  funnel,  on 

side,  turned.  Direction  of  axes, 
general  proportions,  relative  pro- 
portions.    Sketch  object  lightly. 

26.  Com])lete  drawing  of  object  sketched 

last  lesson. 

Object  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Com- 
plete drawing  with  attention  to 
rendering,  or 

Picture  Study  :.  "Autumn  Oaks" 
— Inness. 

2j.  Plant  l''orm  Drawing. — Blocking  in 
and  drawing  foreshortened  leaf, 
or 

Paint  vegetable  in  water  color. 

28.  Blocking    in    and    drawing    simple 

spray,  or 

Paint  vegetable  or  spray  in  water 

color. 

29.  Draw  simple  spray,  or 

Paint  spray  or  flower  in  water 
color. 

30.  Draw  simple  spray,  or 

Paint  spray  or  flower  in  water 

color,  or 

Picture   Studv :   "The   Angelus" 

—Millet. 


Design. — Decorative  Arrangement. 


31.  Design  for  library  list  cover,  book 
plate,  magazine  cover,  note  book 
cover,  portfolio,  or  menu  card. 
Decorative  arrangement.  Spray 
of  leaves  or  leaves  and  flower. 
Make  sketches. 


32.  Continue  with  sketches  for  decora- 

tive arrangement. 

33.  Trace  decorative  arrangement. 

34.  Paint    design.     Grayed    colors,    il- 

lustrated on  color  chart. 


Suggested  Exercises  in  Drawing,  Constructive  Work  and    Design. 

GRADE  7B. 
BOYS. 

Total  time  per  week  90  minutes,  to  be  divided  into  two  periods  of  appro- 
priate length,  for  lessons  in  Object  Drawing,  Working  Drawing,  Structural 
and  Applied  Design. 

WORKING  DRAWING. — Develop  and  emphasize  the  purpose  of  work- 
mg  drawings. 

Aim  to  secure  Clear  and  well  placed  free  hand  sketches,  followed  by  accu- 
rate mechanical  drawings,  carefully  lettered  and  dimensioned.  Insist  on  neatness 
in  execution. 

STRUCTURAL  DESIGN.— Aim  to  develop  law  of  Fitness  to  purpose— 
i.  e.,  that  use  determines  form  and  material,  and  that  desire  for  strength  and 
beauty   determines   proportions. 

Two  Lessons  Each  Week. 


I.  Working  Drawing:  (free  hand — 
3rd  angle — 3  views)  from  model 
furnislied  by  Shop  Instructor,  or 
From  paper  holder,  or  other 
model,  furnished  by  Special 
Teacher. 

Extension,  dimension  lines,  etc., 
indicated.     L^se  hard  pencils. 

Study  of  model  to  develop  prin- 
ciples of  constructive  design  (fit- 
ness of  model  to  purpose ;  beauty 
in  proportion ;  proper  relation  of 
parts),  with  a  view  to  the  making 
by  each  pupil  of  a  model  show- 
ing original  dimensions. 

2.  Each  pupil  will  plan,  within  given 
limitations,  original  proportions 
for  his  model.  The  dimensions 
planned  may  be  marked  upon 
the  free  hand  working  drawing 
made  last  lesson.  If  necessary 
a  new  free  hand  drawing  will  be 
made  and  dimensioned.  Vertical 
dimensions  should  be  turned  to 
read  from  bottom  of  page  toward 
the  top. 

3.  Plan  original  modifications  in  out- 


line  of   model   dimensioned   last 
lesson.     ]\Iake  several  sketches. 

Each  pupil  will  draw,  full  size,  such 
part  of  the  model  as  is  modified 
in  outline.  This  drawing  is  to  be 
followed  in  shop  or  class  room 
in  the  construction  of  the  original 
form. 

Working  Drawing  (mechanical)  of 
original  model  from  free  hand 
working  drawing.  Position  of 
views  on  paper  decided  upon  by 
each  pupil. 

Continue  working  drawing  of  origi- 
nal model.  Three  views  drawn, 
showing  parts  of  original  model 
without  modified  outline. 

Continue  working  drawing.  Make 
careful  drawings  of  parts  show- 
ing modified  outline.  Cut  these 
out  to  use  as  templates  in  com- 
pleting working  drawing. 

Practice  in  free  hand  printing  and 
numbering.  Practice  also  print- 
ing name  of  pupil  and  title  of 
drawing. 

Complete  working  drawing.  Trace 
l)arts  showing  modified  outlines. 
Dimension  and  letter  drawings. 


DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge:  of  Bal- 
ance—equalized weights  or  consistency  of  attractions,  Rhythm— continuous  ov 
related  movement,  and    Harmony — consistency  or  relationship  of  masses. 


Issued  Feb.  1903. 


Dept.  of  Education,  N.  Y.  C 


Emphasize  the  proper  relation   of  tlie  decorating    masS  to   tlie  space  deco- 
rated, and  the  refinement  of  the  elements  of  the  mass. 

Two  Lessons  Each  Week. 


10.  Original     design     for     constructed 

form:  make  sketches,  conven- 
tionalized imit  from  leaf  and 
flower. 

11.  tontimie  witli  sketches  for  design. 

12.  Continue  with  sketches  for  design. 

13.  Complete    design    for    constructed 

form. 

14.  Make  two  tracings  on  i)aper  of  de- 

sign for  constructed  form.     One 


of  these  is  to  be  painted,  the  other 
to  be  used  in  tracing  design  on 
constructed  form. 

15.  Practice    painting    flat    washes    of 

colors,  suitable  for  staining  wood, 
as  illustrated  on  color  chart. 
Paint  background  of  design. 

16.  Practice  painting  units  for  design  in 

colors  showing  harmonious  re- 
lations with  background  color. 

17.  Complete  painting  design. 


OBJECT  DRAWIXG.— Aim  to  secure  individual  work  in  drawing  vege- 
lahlc.  leaf  forms  and  familiar  objects  singly  and  in  simple  groups.  Emphasize 
correct  foreshortening:.  Require  careful  pencil  tests  to  determine  proportions 
and  directions.     Use  class  models. 

In  all  drawings  emphasize  quality  of  Lne  expressive  of  texture. 

Two  Lessons  Each  Week. 


19. 


20. 


iS.  Praw  square  prism,  horizontal  and 
turned.  Make  several  quick 
sketches  of  the  model  turned  in 
ditlcrent  jxDsitions,  or 
Picture  Study :  "The  Sower" — 
Millett. 

Draw  s(iuarc  prism,  horizontal  and 
turned. 

Draw  large  book,  horizontal  and 
turned. 
.  Test  Drawing. — Large  book  or  bo.x 
horizontal  and  turned.  Develop- 
ment of  lesson  to  precede  draw- 
ing. 

-J.  Draw  group,  cylinder  standing  and 
square  prism,  horizontal  and 
turned,  or 

Picture  Study :  "Mona  Lisa" — 
Da  \'inci. 

2^.  Sketch  group,  as  cereal  box  stand- 
ing and  turned,  and  water  cup  on 
side,  or 

Book  partly  open,  standing  on 
long  edges,  turned,  like  tri-prism. 
on  top  of  book  horizontal  and 
tunied. 

Note  size  and  placing.  General 
and  relative  proportions  and  po- 
sition of  objects.  Sketch  whole 
group  lightly. 


24.  Complete       drawmg      of      group, 

sketched  23d  lesson. 
Group  placed  in  position  and 
studied.  Errors  in  proportion 
and  appearance  corrected.  Draw- 
ings completed  with  attention  to 
rendering. 

25.  Draw    foreshortened   vegetable,    or 

cone,  on  side,  base  visible,  or 
Picture  Study :  "The  Temeraire" 
— Turner. 

26.  Draw  cone  on  side,  turned. 

27.  Sketch  group,  flower  pot  standing 

and  one  on  side,  turned,  or 
Cylinder    standing    and    one    on 
side  turned. 

28.  Sketch    group,     cylindrical    object 

standing  and  conical  object,  hori- 
zontal and  turned. 
Proceed  as  in  lesson  23. 

29.  Complete       drawing       of       group 

sketched  27th  lesson.     Attention 

to  rendering. 

Proceed  as  in  lesson  24. 

30.  Test  Drawing. — Group  illustrating 

principles    reviewed    during    the 

term,  or 

Picture     Study:     "Paysage"  — 

Corot. 


31.  Plant  Form  Drawing. — Blocking  in      33.  Draw  simple  spray  in  vertical  posi- 


or 


and  drawing  foreshortened  leaf, 

Paint  vegetable  or  spray  in  water 
color. 


2)2.  Draw  simple  spray  in  vertical  posi- 
tion, or 

Paint  vegetable  or  spray  in  water 
color. 


tion,  or 

Paint  spray  or  flower  in  water 
color. 
34.  Draw  simple  spray  in  vertical  posi- 
tion, or 

Paint  spray  or  flower  in  water 
color,  or 

Picture     Study :     "Madonna    of 
the  Chair" — Raphael. 


GIRLS. 


Total  time  per  week  90  minutes,  to  be  divided  into  two  periods  of  appro- 
priate length,  for  lessons  in  Object  Drawing  and  Constructive  Work  with 
Applied  Design.  For  Constructive  Work  use  oak  tag,  bogus  or  cartridge  paper, 
gingham,  denim,  straw  board  or  other  available  material. 

DESIGN.— In  APPLIED  DESIGN  aim  to  develop  knowledge:  of  Bal- 
ance— equalized  weights  or  consistency  of  attractions,  Rhytlun — continuous  or 
related   movement,    and    Harmony — consistency   or   relationship    of   masses. 

Emphasize  the  proper  relation  of  the  decorating  mass  to  the  Space  deco- 
rated, and  the  refinement  of  the  elements  of  the  mass. 


Two  Lessons  Each  Week. 


I. 


Design  for  cushion  cover,  table 
cover,  tray  cloth,  bureau  scarf, 
table  mat.  Original  sketches, 
conventionalized  unit  from  flow- 
er and  leaf,  or 

Draw  pattern  for  glove  box, 
work  box,  necktie  box. 

Continue  with  sketches  for  design 
on  cloth,  or 

Continue  with  form  commenced 
1st  lesson. 

Complete  unit  for  design  on  cloth,  or 
Complete  form  commenced  ist 
lesson. 

Trace  design  on  cloth,  or , 

Design  for  constructed  form : 
original  sketches,  conventional- 
ized unit  from  flower  and  leaf. 

Complete  tracing  design  on  cloth,  or 
Continue  with  original  design  for 
constructed  form. 

Practice    painting    and    commence 
painting  design  on  cloth,  or 
Complete    unit    for    constructed 
form  and  trace  design. 

Complete  painting  design  on  cloth, 
or 

Paint     desio-n     on     constructed 


10. 


II, 


12. 


form.     Grayed  colors,  illustrated 
on  color  chart. 

Draw  pattern  for  glove  box,  work 
box,  necktie  or  cuff  box,  or 
Design  for  cushion  cover,  table 
cover,  bureau  scarf,  table  mat: 
make  original  sketches,  conven- 
tionalized unit  from  leaf  and 
flower. 

Complete  form  commenced  8th  les- 
son, or 

Continue  sketches  for  design  on 
cloth. 

Design  for  constructed  form :  origi- 
nal    sketches,     conventionalized 
vuiit  from  flower  and  leaf,  or 
Complete    unit    for    design    on 
cloth. 

Continue    sketches    for.  design    for 
constructed  form,  or 
Trace  design  on  cloth. 

Trace  design  on  constructed  form, 
or 

Practice  painting  and  commence 
painting  design  on  cloth. 

Paint  design  on  constructed  form, 
or 

Complete     painting     design     on 
cloth. 


OBJECT  DRAWING.— Aim  to  secure  individual  work  in  drawing  vege- 
t.il.Ir.  If.if  form-  and  familiar  objects  singly  and  in  sinii)le  groups.  Emphasize 
correct  foreshortening:.  Kc(|uirc  careful  pencil  tests  to  determine  proportions 
nn<l  directions.     Use  class  models. 

In  all  drawings  emphasize  quality  of  line  expressive  of  texture. 

Two  Lessons  Each  Week. 


14.  Object     Drawing.  —  Draw     square 

prism,  horizontal  and  turned. 
Make  several  quick  sketches,  or 
Picture  .Studv:  "The  Sower" — 
Millet. 

15.  Draw  sijuarc  prism,  horizontal  and 

turnetl. 

16.  Draw    large   book,    horizontal    and 

turned. 

17  Test  Drawing. — Large  book  or  bo.x 
horizontal  and  turned.  Devel- 
opment of  lesson  to  precede 
drawing. 

18.  Draw  group,  cylinder  standing  and 

square  prism,  horizontal  and 
turned,  or 

Picture  Study,  ".Mon.i  i.i>,i  — 
Da  V'inci. 

19.  Sketch  group,  as  cereal  box,  stand- 

ing and  turned,  and  water  cup 

on  side,  or 

Book    partly    oix*n    standing   on 

long  edges,  turned,  like  tri-prism 

on   top  of  lxx)k   horizontal   and 

tunie<I. 

Note  size  and  placing.  General 
proportions ;  relative  pro[X)rtions 
and  placing  of  objects.  Sketch 
whole  group  lightly. 

20  Comp  etc  the  drawing  of  group 
sketched  last  lesson.  Group 
placc<l  in  position  and  studied. 
Errors  in  proportion  and  appear- 
ance corrected.  Drawing  com- 
pletc<l  with  attention  to  render- 
ing- 

Ji.  Draw  foreshortened  vegetable,  or 
Cone  on  .side,  base  visible,  or 


Picture  Study:  "The  Tcmeraire" 
— Turner. 

22.  Draw  cone  on  side,  turned. 

2,v  Sketch  group,  flower  pot  standing 
and  one  on  side,  turned,  or 
Cylinder,  standing,  and  cone,  on 
side,  turned. 

24.  Sketch     group,     cylindrical    object 

standing,     and     conical     object, 
horizontal  and  turned. 
Proceed  as  in  lesson  19. 

25.  Complete   drawing  of   group.     At- 

tention to  rendering. 
Proceed  as  in  lesson  20. 

26.  Test  Drawing. — Group    illustrating 

principles    reviewed    during   the 

term,  or 

Picture     Study :     "Paysage"  — 

Corot. 

2~.  Plant  Form  Drawing. — Blocking  in 
and  drawing  foreshortened  leaf, 
or 

Paint  vegetable  or  spray  in  water 
color. 

28.  Draw  simple  spray,  or 

Paint  vegetable  or  spray  in  water 
color. 

29.  Draw  simple  spray  in  vertical  posi- 

tion, or 

Paint   spray  or  flower  in  water 

color. 

30.  Draw  simple  spray  in  vertical  posi- 

tion, or 

Taint  spray  or  flower  in  water 
color,  or 

Picture  Study :  "Madonna  of  the 
Chair" — Raphael. 


Design. — Decorative  Arrangement. 

31.  Design  for  invitation  card,  program 

cover  or  posier.     Decorative  ar- 

rangement;  spray  of  leaves,  or 

leaves  and  flower.  Make  sketches. 


12.  Continue  with  sketches  for  decora- 
tive arrangement. 

3,V  Trace  decorative  arrangement. 

34.  Paint  designs.  Grayed  colors  il- 
lustrated on  color  chart. 


